2024 EDUCAUSE Horizon Report®

Teaching and Learning Edition

 2024 EDUCAUSE Horizon Report
®

Teaching and Learning Edition

THANK YOU TO OUR TEACHING AND LEARNING HORIZON REPORT SPONSOR

Kathe Pelletier, Mark McCormack, Nicole Muscanell, Jamie Reeves, Jenay Robert, and
Nichole Arbino, 2024 EDUCAUSE Horizon Report, Teaching and Learning Edition
(Boulder, CO: EDUCAUSE, 2024).

© 2024 EDUCAUSE

This report is licensed under the Creative Commons Attribution-

NonCommercial-NoDerivatives 4.0 International License.

ISBN: 978-1-933046-20-4

EDUCAUSE Horizon Report is a registered trademark of EDUCAUSE.

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Read additional materials on the 2024 Horizon Project research hub,
https://www.educause.edu/horizon-report-teaching-and-learning-2024

EDUCAUSE is a higher education technology association and the largest community of IT leaders and professionals committed to
advancing higher education. Technology, IT roles and responsibilities, and higher education are dynamically changing. Formed in 1998,
EDUCAUSE supports those who lead, manage, and use information technology to anticipate and adapt to these changes, advancing
strategic IT decision-making at every level within higher education. EDUCAUSE is a global nonprofit organization whose members
include US and international higher education institutions, corporations, not-for-profit organizations, and K–12 institutions. With a
community of more than 100,000 individuals at member organizations located around the world, EDUCAUSE encourages diversity in
perspective, opinion, and representation. For more information, please visit educause.edu.
CONTENTS

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Trends: Scanning the Horizon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Social Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Technological Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Economic Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Environmental Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Political Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Honorary Trends: Artificial Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Key Technologies & Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Finding Appropriate Uses for AI-Enabled Technology . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Supporting AI Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Supporting Equitable and Inclusive Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Protecting Data Privacy and Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Navigating Misinformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Supporting Mental Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Scenarios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Growth: Workforce-Driven Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Collapse: Higher Education’s Political Tides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Constraint: Data-Restricted Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Transformation: Individualized Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Expert Panel Roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Appendix: Additional Examples of Teaching

and Learning Technologies and Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
 EXECUTIVE SUMMARY

I
n the denouement of the COVID-19 pandemic, talk of a return to “normalcy” in higher education belies the great challenges and
ongoing disruptions that yet lie ahead for many institutions. Public perceptions of the value of postsecondary education continue
their downward slide, placing institutions in the position of having to demonstrate their worth and find solutions to declining
enrollments. Data and analytics capabilities continue to evolve, introducing new opportunities and new risks to the institution. Chief
among these capabilities, generative AI promises to change teaching and learning in ways many of us have yet to fully understand or
prepare for. For this year’s teaching and learning Horizon Report, expert panelists’ discussions highlighted and wrestled with these
present and looming challenges for higher education. This report summarizes the results of those discussions and serves as one
vantage point on where our future may be headed. This project was grounded in a modified Delphi methodology that seeks to elevate
the collective perspectives and knowledge of a diverse group of experts, and the panelists’ activities were facilitated using tools
adapted from the Institute for the Future.

Trends Environmental
• Higher ed institutions are increasing their commitment to
As a first activity, we asked the Horizon panelists to provide sustainability.
input on the macro trends they believe are going to shape the • Concerns about the impact of big data tools on the
future of postsecondary teaching and learning and to provide environment are rising.
observable evidence for those trends. To ensure an expansive • The demand for green skills in the workforce is
view of the larger trends serving as context for institutions of increasing.
higher education, panelists provided input across five trend
categories: social, technological, economic, environmental, Political
and political. Given the widespread impacts of emerging AI • Political polarization in the United States continues to
technologies on higher education, we are also including in this impact higher education.
year’s report a list of “honorary trends” focused on AI. After • Government policy is increasingly influencing education.
several rounds of voting, the panelists selected the following • The need is growing for policies that address emerging
trends as the most important: technologies.

Honorary AI Trends
Social
• AI is changing the way we communicate.
• Public perception of the value of higher education is
• AI tools have growing potential to reshape pedagogy and
declining.
student experiences.
• Student demographics are changing.
• AI is increasingly having an impact on the economy and
• Students are increasingly demanding access to learning
workforce.
anytime, anywhere.
• AI is increasingly being used to address climate change
Technological and sustainability issues.
• Concerns about cybersecurity and privacy are increasing. • The potential for the use of AI in politics is growing.
• The use of learning analytics continues to rise.
• The digital divide persists.

Economic
• The demand for and focus on workforce skills is growing.
• Challenges for employee retention are increasing.
• Student debt is increasingly impacting students’
enrollment decisions.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 4

Key Technologies and Practices • Growth: In this future, unfettered growth of AI
technologies has led to widespread and substantive
Horizon panelists were asked to describe the key technologies changes to the global workforce across most industries.
and practices they believe will have a significant impact on New skills are needed by a diverse and nontraditional
the future of postsecondary teaching and learning, with a community of students. Higher education institutions
focus on those that are new or for which there appear to be have significantly revised their education models to focus
substantial new developments. After several rounds of voting, on quickly evolving workforce skills, leveraging anytime/
the following six items rose to the top of a long list of potential anywhere learning to improve instructional agility and
technologies and practices: responsiveness to the demands of industry.

• Finding Appropriate Uses for AI-Enabled Technology • Constraint: In this future, widespread surges in
• Supporting AI Fluency cybercrime are all over the news. Media outlets compare
• Supporting Equitable and Inclusive Learning online environments to crime-riddled metropolitan areas,
• Protecting Data Privacy and Security cautioning the public to shore up their data and device
• Navigating Misinformation protection or to simply stay offline whenever possible.
• Supporting Mental Health Security and privacy advocates find allies in climate
and ethics leaders who decry the environmental and
Having identified the most important technologies and human costs of excessive data collection and use, gaining
practices, panelists were then asked to reflect on the impacts sufficient influence to lead sweeping social and political
those technologies and practices would likely have at an changes in national and global data practices.
institution. We asked panelists to consider those impacts along
several dimensions important to higher education: the impacts • Collapse: In this future, global political division
of those technologies and practices on the macro trends and conflict is putting pressure on higher education
already identified by the panelists; potential key stakeholder institutions. A growing number of institutions face an
(staff, faculty, students) uses of those technologies and impossible choice: align with local, state, and federal
practices; risks of using those technologies and practices; and political and moral ideologies, thereby alienating a large
whether and how those technologies and practices support portion of learners and instructors and staff, or lose vital
equity and inclusion. state and federal funding and face unavoidable shutdown.

• Transformation: In this future, declining public

Scenarios perceptions of higher education and the mounting student
Scanning the trends and the technologies and practices, we debt crisis have exacerbated enrollment challenges for
can begin to gather and arrange the information into logical institutions. Higher education leaders call for institutions
patterns that can help us envision a number of scenarios to improve their value to learners by refocusing on
for the future, scenarios for which we could start to prepare hyper-individualized instruction and a commitment to the
today. In this report, we paint portraits of four possible future greater good.
scenarios for postsecondary teaching and learning:

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 5

 TRENDS: SCANNING THE HORIZON

I
nstitutions of higher education, and the teaching and learning practices they
adopt, are in many ways products of the larger environments of which they
are a part. Colleges and universities are always made up of people living at
a particular point in history, residing together in particular communities, and Social
sharing a particular mixture of cultural ideas, norms, and resources. Mapping
Public perception of the value of
the future of these institutions and their practices demands that we pay attention higher education is declining.
to the larger social, economic, and other shifts taking place across our global
society that may be impacting higher education in profound ways.
Student demographics are
changing.
To help us explore these larger forces taking shape around higher education, we Students are increasingly
asked panelists to survey the landscape and identify the most influential trends demanding access to learning
shaping higher education teaching and learning across five categories: social, anytime, anywhere.
technological, economic, environmental, and political (STEEP). This section
summarizes the trends the panelists discussed and voted as most important in Technological
each of these categories, as well as anticipated impacts of and evidence for each
Concerns about cybersecurity and
trend. privacy are increasing.
In this year’s report, we see more and more evidence that higher education The use of learning analytics
must transform itself to retain value and relevance amid a changing student continues to rise.
demographic, the increasing influence of government policy on education in
The digital divide persists.
a politically polarized environment, and the continuing digital divide. Public
perception of the value of higher education continues to decline, and student
Economic
debt is increasingly factoring in students’ enrollment decisions. An increasing
commitment to sustainability in higher education will also require institutions to The demand for and focus on
transform building and data-center policies and practices. workforce skills is growing.

Challenges for employee retention

Meanwhile, challenges in retaining employees, an increasing focus on and
are increasing.
demand for workforce skills and “anytime, anywhere” learning, and growing
demand for “green” skills suggest the need for a tighter connection between Student debt is increasingly
learning outcomes and workforce preparedness and for a rethinking of not only impacting students’ enrollment
decisions.
the content of the curriculum but also its delivery models.

Trends related to data also point to the need for transformation. The deepening Environmental
concerns about the impact of big data tools and about cybersecurity and privacy
Higher ed institutions are
become even more critical as we see the continued rise of learning analytics.
increasing their commitment to
sustainability.
Threaded throughout these trends and their potential impacts, of course, was
artificial intelligence. For the first time in the history of this research, panelists Concerns about the impact of big
identified AI-related trends across all five of the STEEP categories. Thus, in data tools on the environment are
this edition of the Horizon Report, we include an honorary category of AI trends. rising.
The potential impacts of AI are broad and far-reaching. AI is changing the way The demand for green skills in the
we communicate, beginning to reshape pedagogy and student experiences, workforce is increasing.
increasingly impacting the economy and the workforce, and being used to
address climate change and sustainability issues. Meanwhile, the potential
for using AI in politics is growing. Overall, the AI trends depict a potential
future in which humans will need to navigate the impact of AI amid the ongoing
development of AI tools.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 6

The summary of these trends is drawn directly from the discussions and inputs
Political
provided by our expert panelists, in keeping with the tradition of the Delphi
methodology. Each of the trends was identified and voted on by panelists Political polarization in the United
States continues to impact higher
without influence from the EDUCAUSE Horizon Report staff, aside from our
education.
work in organizing and synthesizing the panelists’ inputs for presentation here.
Government policy is increasingly
Each of the trends encompasses far more complexity and variability across influencing education.
types of institutions and regions of the world than can be adequately captured
The need is growing for
in such a brief summary. Indeed, the expert panelists—who represent a
policies that address emerging
variety of roles and institutional types within the United States, as well as technologies.
communities outside of the United States—routinely reflected on the ways in
which trends affect institutions differently across different settings. Where
Honorary Trends:
possible, we’ve tried to account for that variability, though the reader will
certainly bring additional experiences and contexts that would further broaden Artificial Intelligence
these considerations. Social Trends

Technological Trends

Economic Trends

Environmental Trends

Political Trends

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 7

SOCIAL TRENDS

H
igher education takes place within particular social contexts, and learning experiences are shaped and colored by the
people interacting and building relationships through those experiences. The student experience in higher education is a
fundamentally social practice, one that is better understood by mapping the important social trends developing within and
around it.

Public perception of the value of Evidence: Despite rising concerns about the value of a college
higher education is declining. education, a recent survey conducted by the American Association
of Colleges and Universities (AAC&U) showed that many
Impact: Since 2015, negative public perceptions about higher employers believe that college education is valuable and prepares
education and the value of a college degree have grown. To be students for entry into the workforce. In Colorado, lawmakers
clear, many still agree that college is valuable, and research commissioned an annual report on higher education return on
still shows that a college education is economically and socially investment, which provides high schoolers with information that
valuable, not only to individuals but to the country as a whole. they can use to help decide whether they should go to college. The
But people are increasingly losing their trust and confidence in Center on Education and the Workforce at Georgetown University
higher education and are questioning whether college is worth provides rankings by return on investment for 4,500 universities
the increasingly hefty price tag. Young people are uncertain and colleges.
that a degree will help them secure a well-paying job and are
put off by the debt they would accumulate by attending college. Student demographics are changing.
This has the potential to exacerbate enrollment issues and
could lead to varying impacts, both positive and negative. With
Impact: Student populations are becoming more diverse in
terms of race, ethnicity, gender, age and generational status,
this declining interest in higher education, institutions may
and economic background. With the looming enrollment cliff,
face further economic challenges such as decreased state and
there will be an increase in nontraditional students pursuing
federal funding and donor contributions, which could impact all
higher ed opportunities. Universities and colleges will need to
areas of institutional operations, including staffing, services,
be prepared to meet students where they are and to find ways
and curriculum. There could be broader, societal-level impacts
to demonstrate the value proposition of higher education to the
as well—fewer people attending college can slow economic
broader population, including nontraditional students and those
growth by creating or worsening labor shortages, lowering
from traditionally underserved populations. In addition to finding
tax revenues, and increasing the demand for social services.
ways to make education more affordable, pedagogical approaches
Socially and culturally, we could see declines in important skill
and curriculum will need to be updated to accommodate the
areas that many companies desire, such as critical thinking,
diverse needs of students. Universities and colleges should
creativity, curiosity, and resilience. Divisions could also
carefully assess their existing offerings along with workforce and
widen over politics, socioeconomic status, race and ethnicity,
job market trends to make decisions about updating academic
and gender and sexuality as individuals have fewer formal
programs so that they will meet not only student needs but future
opportunities to critically explore different points of view. Yet,
employer needs. Institutions can also make their courses more
with these changing perceptions, we could also see beneficial
accessible by implementing universal design principles and
changes to the higher ed landscape. That is, institutional
investing in high-quality online, hybrid, and blended learning
leaders might need to rethink what teaching and learning looks
options to appeal to students who prefer flexible and remote
like to better attract, retain, and serve students. This could
learning. Alternative credentials such as microcredentials,
lead to the development and implementation of innovative
certifications, and badges will also be attractive to students
teaching methods and pedagogical approaches that more
looking for short-term training in specific areas. Institutions will
heavily incorporate experiential learning, technology, and real-
also need to ensure that faculty are able to adapt to diversifying
world applications. This may also lead to a stronger emphasis
student cohorts and their differential needs by providing
on affordability and equity, in addition to ensuring that
professional development and training opportunities and easy
graduates will benefit from their degrees (e.g., via pathways
access to instructional resources. Student support services
that focus directly on skills-based learning and workforce
will also need to be more robust—greater numbers of students
development and by forming partnerships with industry to
will need a variety of services such as language, tutoring, and
create tangible career opportunities for students).

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 8

writing support; support with navigation of college services; including up-to-date technologies (e.g., robust LMSs, 5G
mental health and well-being support; and childcare support. networks, and cloud computing). To support personalization,
With an increasingly heterogeneous student body, institutions institutions will need to rely more on AI-powered technology
will need to find meaningful ways to support student inclusion that can offer real-time, personalized feedback; tailored
and belonging, in addition to ensuring that all students have learning pathways based on individual abilities and
access to resources, support, and holistic learning experiences. performance; and tutoring. These changes will increase the
As part of this, institutions may need to invest further in DEI burden on faculty, who will be tasked with developing content
initiatives and also pursue new options for addressing these that can be delivered via different modes of instruction, and on
needs without the “DEI” label, given political trends across students, who may be participating in different modes at any
states and regions. given time. As a result, there will be a growing need for faculty
to collaborate with instructional designers to design courses
Evidence: The Sorenson Impact Center at the University of
and assessments that are not only flexible and personalized but
Utah recently launched the Student Trends and Enrollment
also are authentic and accessible regardless of their delivery
Projections Dashboard (STEP). The dashboard can help
methods. Faculty will also need help keeping up with emerging
institutions prepare for demographic shifts, allowing them to
technologies to support their teaching. As institutions focus
visualize relationships between population and enrollment
more on flexibility for students, they will face some trade-
trends. Despite changing demographics, racial and
offs between convenience and efficacy. With faculty pivoting
socioeconomic diversity at higher ed institutions in the United
to meet the diverse needs of their students, we may also see
States might decline, at least temporarily, due to the Supreme
their role shift more toward a mentor (and away from a mere
Court ruling banning affirmative action in college admissions.
purveyor of knowledge). Movement toward anytime/anywhere
According to an analysis done by the Center on Education
learning will also present significant challenges. Institutions
and the Workforce, “the most effective way of increasing
will need to navigate potential trade-offs between convenience
socioeconomic diversity at selective colleges is to consider race
and efficacy, finding the right balance of letting students
in the admissions process, not to ignore it.”
have choice and options while also still ensuring that they are
adequately meeting pedagogical goals and are acquiring skills
Students are increasingly and knowledge needed to succeed beyond college. Institutions
demanding access to learning need to explore best practices for teaching and learning across
anytime, anywhere. modalities and stay informed on research that examines
student outcomes when learning anywhere and anytime to
Impact: The rise of hybrid-based learning during the
ensure that a move toward flexibility, microlearning, and
pandemic allowed students to discover new ways of
personalization does not negatively impact student outcomes.
accessing education and has led to a growing demand for
flexible and personalized options for learning. Students are Evidence: According to the 2023 Changing Landscape of
increasingly interested in having access to multiple modes for Online Education (CHLOE) report, “the majority of survey
learning and more choice when it comes to deciding how to participants report increased student demand for online and
participate. Interest is also growing in self-paced learning and hybrid learning juxtaposed with decreased demand for face-
microlearning (learning content that targets specific skills and to-face courses and programs.” Eight colleges in California are
is presented in a bite-sized format). Many institutions continue participating in a pilot competency-based educational program
to offer online and hybrid experiences. Moving forward, that allows students to complete courses at their own pace.
however, institutions will need to put more investments into Colorado State University procured a campus-wide LinkedIn
ensuring that high-quality programs and courses are developed Learning license so that all students, faculty, and staff can have
and implemented in addition to building the infrastructure free access to on-demand video libraries and educational tools.
to support the needs of programs that are not fully on-site,

FURTHER READING

Chronicle of Higher Education National Center for Education Statistics McKinsey & Company
“What the Public Really Thinks About “Projections of Education Statistics to “What Do Higher Education Students
Higher Education” 2028: Enrollment in Degree-Granting Want from Online Learning?”
Postsecondary Institutions”

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 9

TECHNOLOGICAL TRENDS

T
echnology is constantly changing and growing more sophisticated. As technologies become outdated and new technologies
are introduced, institutions of higher education must consistently monitor the usefulness of tech already implemented and
plan for new technologies that enable more adaptive decision-making and more flexible teaching and learning experiences.
What those technologies are, how they are deployed across the institution, and the ways in which they themselves continue to evolve
is one of the ongoing and defining stories of higher education.

students could press institutions to be more transparent and

Concerns about cybersecurity and
provide opportunities for students to opt out and have more
privacy are increasing.
control of their data. Security risks are not going away, and thus
Impact: Some colleges and universities have recently seen neither will concerns about security and privacy. Institutions
an increase in cyberattacks, likely due to a never-ending cycle will need to continue to drive changes in policies, practices,
in which institutions develop countermeasures and scammers and professional development focused on safeguarding the
develop new approaches and find workarounds to safeguards collection, storage, ethical use, and dissemination of data.
implemented. The rise in concerns about cybersecurity and
Evidence: According to a recent report by IBM, the average
privacy is perhaps unsurprising. Phishing scams are increasingly
data breach at higher education organizations cost over $3
sophisticated, and scammers are finding ways to tailor emails
million in 2023. At the University of Wisconsin–Madison,
to individuals in a way that makes them more attractive and
thousands of students and instructors were enrolled in (and
clickable. As one panelist noted, “It is scary to think about
informed afterwards) a data monitoring program without any
shutting down an entire university because someone clicked on
ability to opt out.
a link.” These concerns may only be exacerbated in the future
as student demand for learning anytime, anywhere grows,
The use of learning analytics
necessitating the adoption of more technology and software
programs that collect data. As both risks and concerns grow,
continues to rise.
we may see further changes in federal policy and the adoption of Impact: Globally, the education and learning analytics
more rigid security policies and practices, which could ultimately market is predicted to grow substantially between 2023 and
lead to tighter controls and reduced functionality when it comes 2028. Part of this growth is being driven by an increase in
to institutional computers, content, and applications. We may awareness of how data can inform decisions about developing
also see responsibility increasingly placed on stakeholders. and updating academic programs to meet student needs and
Campuses will likely implement more cybersecurity and improve student success. Institutional leaders are increasingly
privacy awareness training for all constituents. More ethical aware that learning analytics are becoming more and more
responsibilities may be placed on instructional designers and sophisticated and can be used in a number of ways to improve
faculty, particularly in choosing and implementing technology. student success, including the development of personalized and
Institutions may also consider requiring students to have up-to- adaptive learning experiences, identification of at-risk students
date hardware and software in order to transact with services (early intervention) and students who are struggling, and
such as LMS, email, and SIS portals. These changes have the identification of curriculum areas and pedagogical approaches
potential to cause frustration and could disrupt productivity, that may need to be revised or updated. Despite the increase in
especially for faculty and students who need easy access to awareness and predicted increase in the adoption of learning
technology to support their teaching and learning endeavors. analytics technologies, the use of analytics to inform teaching
IT departments already and will increasingly face challenges in and learning practices is still evolving, and many institutions
finding technology that meets security requirements, in addition face challenges in harnessing analytics at a larger scale.
to navigating the ever-changing contracting and insurance As institutions adopt and plan for how to harness learning
requirements from third-party vendors. This will make it more analytics they will need to address some of these obstacles,
difficult for institutions to adopt technology solutions, especially including financial cost. Learning analytics relies on technology,
emerging technologies, and could cause a spike in the market the infrastructure to support that technology (including
for restricted, closed systems that pull from gated data. An data frameworks), and people (e.g., faculty as frontline data
increase in student concerns over data security and privacy collectors and staff to support aspects of data management,
will also potentially impact the collection and use of data at analysis, and interpretation and data literacy initiatives). Ethical
institutions. Increasing awareness and concern on the part of and legal risks will also need to be mitigated. Universities

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 10

and colleges need to ensure that they are in compliance continue to see a digital divide, especially in rural areas and
with regulations and can adequately protect students’ in low-income and marginalized communities. Universities
privacy. They will also need to address issues of misuse and colleges are continuing to explore ways to make learning
and misinterpretation of data, for example, by implementing equitable, such as by providing loaner devices to students,
best practices that minimize biases stemming from learning partnering with local governments and organizations to expand
technologies (especially those utilizing AI and machine learning internet access, and updating their infrastructure to support
algorithms). Institutions will also need to garner buy-in from easier network access across the campus. Still, the divide
stakeholders, including faculty and students—some may be persists, and now students who lack access to technology are
hesitant or even distrusting of the use of student data, worrying falling behind in the latest technologies, such as AI. The divide
not only about security and privacy but also that a focus on could also grow as student interest in online and hybrid learning
key performance indicators may be reductionist and ignore increases and as universities and colleges focus increasingly
individual differences and needs, leading to less authentic on recruiting nontraditional students. Inequities in access to
learning experiences. Moving forward, institutions will continue technology not only impact students and their ability to succeed
to collect an ever-increasing amount of data. Thus, they will during and after college, especially in a tech-heavy world,
need to have strategic plans for how to use it to improve student but also place pressure on instructors who must consider
outcomes, in addition to ensuring that stakeholders will be how to get their students from low-access environments on
equipped to effectively use it while mitigating potential risks the same footing as other students and whether adjustments
(e.g., by providing support and training on data literacy, ethics, need to made to pedagogy (i.e., limiting the amount of digital-
and how to source relevant data from educational technologies based learning in a course or offering nondigital methods of
such as LMSs). delivery). However, limiting the use of digital technology could
result in lower rates of digital literacy, placing students at a
Evidence: Professors and students who are part of the
disadvantage as they continue their education and enter the
Brandeis Online Learning Lab (BOLL) at Brandeis University
workforce. Moving forward, institutions need not only to find
are developing cutting-edge learning analytics tools that aim to
ways to provide access to devices and networks but, more
improve student engagement in online courses. Researchers
importantly, to train and support their faculty and instructional
at Cornell University showed that shared modeling can help
designers to be able to help students navigate digital learning.
institutions, especially those that lack resources to invest in
Colleges and universities must invest in and develop curriculum
learning analytics, to conduct their own learning analytics to
on digital literacy, focusing on the critical-thinking skills that
improve student success. Shared modeling allows institutions
students will need to use technology effectively and responsibly.
to develop their own predictive models using data from other
institutions. Evidence: A UNESCO report suggests that the COVID-19
pandemic caused students to be over-reliant on technology,
The digital divide persists. further exacerbating inequalities in technology and education
more generally. The University of Montana recently received
Impact: During and following the pandemic, there was a a $200,000 grant from the National Science Foundation to
significant increase in global connectivity. Despite the internet revolutionize digital access for Montana’s tribal colleges and
becoming more widespread, however, billions of people
universities.
still don’t have access to the internet, and in education, we

FURTHER READING

Chronicle of Higher Education Solutionpath Brookings

“How Colleges Can Defend Against “White Paper: Adopting a Data Mindset and “AI and the Next Digital Divide in
Cyberattacks” an Institutional Approach to Student Success Education”
Using Student Engagement Analytics”

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 11

ECONOMIC TRENDS

H
igher education is no stranger to economic challenges. Finding reliable markets and sources of revenue while keeping
costs from ballooning is always of critical importance to institutions. Yet economies and enrollment patterns fluctuate,
so institutional leaders need to be prepared for fiscal instability and uncertainty by anticipating declines in funding and
adopting new ways of thinking about and planning institutional business.

will also face the challenge of keeping curriculum up to date.

The demand for and focus on
Moving forward, the ability to remain agile and responsive
workforce skills is growing.
to changing learning needs is more important than ever.
Impact: As institutions look for ways to attract students Universities and colleges will need to develop a model in which
and increase their value proposition, greater attention is curriculum can be changed quickly to meet the demands of the
being placed on workforce development training. Significant workforce.
workforce changes and trends are also driving this focus
Evidence: The State of Skills-Based Hiring 2023 report
on skills-based learning. Digitization and automation are
published by TestGorilla found that over 70% of hiring
disrupting the workforce, leading to the elimination of some
managers, recruiters, and executives believe that all forms of
jobs and the creation of others. Companies are increasingly
skills-based hiring are more effective than résumés. In Iowa,
adopting skills-based hiring approaches, and despite
Luther College updated its core curriculum to include skill-
concerns over the value of higher ed, it is predicated that a
building courses, including courses on creative, data, religious,
majority of workers will still need formal training, including
scientific, and social systems and textual literacies. A recent
opportunities for up- and re-skilling. As a result, institutions
report by the Center on Education and the Workforce identifies
are already increasing spending on career services and are
10 education, training, and work-based pathway changes with
implementing and expanding alternative credential programs
the greatest potential to improve employment outcomes for
(microcredentials, certifications, badges, and lifelong learning
young adults.
programs). Institutions are also reevaluating traditional
degree programs, looking for ways to implement workforce
Challenges for employee retention
development into curriculum. As institutions put more attention
on workforce development, we may see rapid growth not only
are increasing.
in alternative credentials but also in traditional programs that Impact: Employee-retention issues continue to trouble not
have less direct career pathways (e.g., arts, humanities, social only higher ed but also the workforce more generally. Within
sciences). There could also be a shift toward performance higher ed, many institutions continue to see resignations,
indicators derived from professional accreditation agencies, and a significant number of staff say they’re likely to look
putting less emphasis on the process of learning, and that for other positions. Beyond higher ed, millions of people are
emphasis on targeted skills could cause other important and voluntarily leaving their jobs, with Gen Z and millennials
transferable skills to be neglected (e.g., critical and creative being the most likely to job-hop. The impact is significant.
thinking and exploration and curiosity). Pedagogy could also be Institutions and companies are understaffed, causing increased
impacted—instructors might be less able and less incentivized workloads, burnout, a rapid loss of institutional knowledge,
to explore and use new and creative methods of teaching. and diminished ability to achieve strategic goals. In higher ed,
Yet, despite potential pitfalls, students would undoubtedly staffing issues are affecting all aspects of campus business
benefit from having access to high-quality, flexible workforce practices, including IT, administration, campus services,
development training and opportunities. As institutions research and teaching, and the student experience. To address
develop new programs and revamp existing ones, they will staffing issues, higher ed institutions need to find ways to
need time and resources to develop well-rounded and effective be competitive in the job market, focusing especially on
curriculum programs that are accessible. They will also need to salary, workplace flexibility (including access to remote and
ensure that students are learning not only job-specific skills but hybrid work arrangements), and opportunities for mobility
also higher-level cognitive skills that will be just as important and growth. Higher ed could also help address workforce
in the workforce. Institutions may need to work more closely retention issues more broadly by adapting their programs and
with industry partners as they develop their programs to ensure approaches to meet the evolving needs of businesses and the
that they will meet industry needs, in addition to creating workforce (i.e., by increasing their efforts toward workforce
experiential learning opportunities for students. Institutions

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 12

development). Because many companies will look for ways to make college more affordable to stay competitive as students
retain employees, there may also be more opportunities for consider more affordable education options such as trade
institutions to work with industry partners to produce retention- schools and vocational programs. Institutions need to find
based products that would be effective incentives to employees, ways to move away from a model that places high costs on
such as tuition discounting, continuing education programs, students who have low economic power during and even after
alternative credentials, and professional development college as they first navigate the workforce. Along these lines,
opportunities. Workers who have access to these opportunities a growing number of universities and colleges are eliminating
would be able to stay up to date with industry changes and education debt from the outset by offering alternative sources
feel more valued in their careers. More access to workforce for financial aid, including merit- and need-based financial aid
development opportunities could also improve the ability for packages. Some have even implemented “no loan” policies
students to compete on the job market and, more importantly, in which the institution meets 100% of a student’s financial
will help shape the future workers and leaders and their ability needs with grants as opposed to loans. Institutions are also
to create and participate in productive, inclusive, nontoxic investing more in developing cost-effective online/hybrid
cultures. Thus, institutions should ensure that their programs programs, in addition to placing more emphasis on workforce
emphasize leadership, socioemotional skills, and diversity, development, job placement and career counseling, and
equity and inclusion. the adoption of open educational resources. The need for
institutions to continue to devote time and resources to reducing
Evidence: A growing number of institutions are outsourcing
student costs and debt will only increase as universities and
services due to employee-retention issues. For example,
colleges start looking to attract diverse groups of students
Kentucky State University and Bethany College had to outsource
from nontraditional populations. If student costs and debt
their financial aid services due to staff turnover. According to
remain high, not only will enrollments continue to be affected
research conducted by Culture Amp, 18% of employees in the
but, more importantly, inequities and disparities will be
United States are thinking about leaving their role in 2024.
exacerbated. Already, low-income students and those from
marginalized groups face the biggest impacts from student
Student debt is increasingly debt. In the next few years, these individuals may become more
impacting students’ enrollment averse to taking on high debt loads to finance their degrees,
decisions. worsening the underrepresentation of certain groups in higher
ed and perpetuating economic and social inequality as those
Impact: Concerns over student debt continue to grow,
individuals enter the workforce and have fewer opportunities.
especially in the United States. More than 40 million Americans
Student debt may also deter students from pursuing certain
are estimated to hold a combined $1.75 trillion in student
degrees, including advanced degrees, potentially causing
debt. And recently, the three-year pause on federal student
program cuts and labor shortages.
loan payments stemming from the COVID-19 pandemic ended,
leaving borrowers scrambling to make payments, many of Evidence: Student loan payments were reinstated in
whom weren’t able to do so. Younger generations are now October 2023, yet millions of borrowers are still unable to
increasingly concerned about the cost of higher ed as they have make payments. According to an article from the U.S. News &
seen earlier generations struggling with debt. With ongoing World Report, “a small number of U.S. colleges have instituted
enrollment challenges, and government reform difficult to ‘no-loan‘ policies, eliminating federal loans from financial aid
achieve, institutions are being challenged to find ways to packages in lieu of scholarships, grants and work-study.”

FURTHER READING

World Economic Forum CUPA-HR Council on Foreign Relations

“Future of Jobs Report, 2023” “The CUPA-HR 2023 Higher Education Is Rising Student Debt Harming the
Employee Retention Survey” U.S. Economy?

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 13

ENVIRONMENTAL TRENDS

I
nstitutions of higher education draw on finite local and global materials and resources to fuel their operations, and their
facilities leave sizable imprints on the environments around them. The need to adopt sustainable practices across the board,
far too often overlooked in higher education planning and decision-making, will be inescapable in a future more concerned with
climate stability and environmental sustainability.

Higher ed institutions are increasing Evidence: The University of California at San Diego recently
their commitment to sustainability. announced that it will require students to complete at least
one climate-change course to be eligible for graduation.
Impact: Climate change continues to impact the environment The Sustainable Development Solutions Network partnered
and individuals globally, and due to this, universities and with the Climateworks Centre at Monash University, Second
colleges have been steadily increasing their commitment Nature, and the Alliance for Sustainability Leadership in
to sustainability efforts. A growing number of universities Education to develop Net Zero On Campus, a guide for
and colleges are committing to achieving carbon neutrality universities and colleges to accelerate climate action.
by 2050. Some of this growth is driven by student interest
in sustainability as more and more students are interested Concerns about the impact of big
in their institution’s sustainability efforts (sometimes even data tools on the environment are
considering this factor when deciding which college to enroll rising.
at), and they are increasingly interested in participating in
courses, research projects, and other initiatives focused on Impact: The use of big data (especially thanks to machine
environmental issues. A rise in sustainability-minded students learning and AI) continues to be on the rise globally. Many
will likely guide campus policy decisions moving forward. As recognize the utility—large quantities of data can not only
part of their increased efforts toward sustainability, institutions help individuals identify relevant patterns or trends but
are doing a number of things to reduce their carbon emissions, also be used to address a range of issues including work
such as finding and using renewable sources of energy. Some processes, health care, and climate change. Yet, while big
institutions are composting food waste into nutrient-rich soil, data is highly valuable, its rapid growth is causing some to
replacing heating systems that rely on fire and steaming with become concerned about its impact on the environment.
geothermal energy, harvesting biomass energy, installing The amount of data created and stored globally continues
wind turbines to generate electricity, using regenerative to grow, putting increased pressure on data centers, which
energy and sustainable materials in construction projects, require huge amounts of energy and water. As institutions
and adopting green technology. Institutions are also making collect more data and rely increasingly on AI-powered
curriculum changes, offering more programs and courses on technologies, they will need to devise plans that will help
environmental issues and sustainability, and some are even them adopt new technologies and collect meaningful data
making sustainability and climate issues mandatory, requiring in a way that is sustainable and environmentally friendly.
all students to complete a certain number of courses on the This means there will be an increasing need for support and
topic. As institutions put stronger emphasis on sustainability in tools that universities and colleges can use to accurately
their curriculum, this will add pressure to ensuring that faculty estimate and monitor their data-related carbon emissions, in
are adequately prepared to teach these topics. Institutions addition to the development of a standard set of best practices
are also facing other challenges, especially financial ones. and guidelines when it comes to making data greener—for
Sustainability requires resources that may be hard to come by. example, guidelines for machine learning model development
To combat this, more institutions are forming multi-institution and training, and model use and re-use. As part of this, there
collaborations and pooling resources from local, regional, will also be a growing need for transparency in developing
and state sources to address climate, energy-efficiency, and machine learning models so that users can accurately
economic-development goals. And while going green requires estimate their emissions. Some universities and colleges
upfront funding, fully investing in a sustainable campus could are already finding ways to reduce their data emissions, for
help save significant money in the long run. As institutions move example by moving their data processes to eco-friendly data
forward, they should consider completing climate assessments centers. Moving forward, institutions should look to work
so that they can strategically identify high-consumption areas more closely with technology companies, not only as a means
that should be targeted in their pursuit of carbon neutrality. of better understanding their own data emissions but also

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 14

to forge pathways to sustainable data solutions that will meet industries. Universities and colleges will need to find ways to
the needs of higher ed institutions and their stakeholders. This forge and support multi-institutional and cross-disciplinary
also presents an opportunity for institutions to further expand collaborations and centers for learning, along with building
their curriculum on sustainability. Students will need to develop an infrastructure that supports this collaborative work. The
literacy on the impacts of big data, responsible use of data- curriculum should extend beyond a focus on the occurrence of
powered technologies, and creative and innovative methods for climate change and its noticeable effects to include solutions-
reducing data emissions. focused training, which students are increasingly demanding.
Institutions also face a major barrier in widely implementing
Evidence: The University of York is planning to move most of green skills across disciplines because many faculty are not
the campus’s advanced data calculations to EcoDataCenter in adequately prepared to teach these topics. More resources
Sweden, reducing carbon emissions by about 98%. An article and people will be required to keep the curriculum up to
from Harvard Business Review proposes suggestions for how date since these are rapidly changing areas. There will be a
to make AI greener, including reusing and fine-tuning existing growing need to hire experts in addition to providing formal
models, limiting the use of large models, and using approaches training opportunities for faculty. Even with this, it will be
that are less computationally expensive. challenging for faculty to jump on board—many already have
full plates and little time to devote to professional development
The demand for green skills in the and course revamps. Another obstacle involves emotions
workforce is increasing. surrounding climate change—people, especially those in
younger generations, increasingly grapple with climate anxiety.
Impact: Globally, the demand for green skills is growing, and These negative emotions surrounding the uncertainty of the
this demand is quickly outpacing the talent being produced. future and the impacts of climate change can impede not only
Especially in the United States, we see the green skills gap students’ ability to learn these topics but also faculty’s ability to
continuing to widen, partly due to division in beliefs about teach these topics. Thus, part of the curricular changes should
climate change and its impacts. Yet it is predicted that most include both formal and informal opportunities for students
jobs will at some point require green skills, especially as more and faculty to learn to navigate these emotions so that they can
and more industries undergo a green transformation, along be productive in their academic endeavors and later in their
with a rise in the green economy. Already, many universities careers. Moving forward, institutions should forge partnerships
and colleges have started to implement climate change and with industry to better inform their curriculum and monitor
sustainability into their curricula, but if they don’t focus on workforce trends, in addition to finding ways to make time for
making this training robust and applicable to all disciplines, faculty to engage in training and development opportunities and
we could see the green skills gap continue to widen, leaving producing applied experiences and opportunities for students to
students underprepared for the workforce. Institutions need to use their green skills in realistic and engaging ways.
work on developing specialized, interdisciplinary, and cross-
cultural degree programs to prepare students for the workforce Evidence: According to the 2023 Global Green Skills Report,
in addition to exploring alternative forms of training for those about 1 in 8 workers (globally) currently have one or more
seeking shorter-term, focused credentials. These changes green skills, and “the demand for green skills is outpacing
need to be widespread and comprehensive because most the increase in supply, raising the prospect of an imminent
industries will be impacted by a move toward sustainability, green skills shortage.” Researchers at Stanford University and
including health care, transportation, business and finance, Suzanne Moser Research and Consulting recently developed
energy production, and data and computing. Developing a recommendations for instructors and research mentors to
curriculum centered around sustainability and climate change enhance learning outcomes for those struggling with negative
will be challenging because these issues impact all areas and climate emotions such as climate anxiety.

FURTHER READING

QS World University Rankings Nature GreenBiz

“Rankings released! QS World University “GREENER Principles for Environmentally “How Universities Can Help Fill the
Rankings: Sustainability 2024” Sustainable Computational Science” Climate Jobs Gap”

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 15

POLITICAL TRENDS

H
igher education, for better and for worse, is always entangled in and concerned with the political climate and events of the
present moment. In addition to determining overall higher education funding, politics is interwoven with higher education
as an object of research and study and as subject matter for courses. Because of this long-standing entanglement, political
trends have significant effects on higher education at a variety of levels, both positively and negatively.

If this trend continues, college campuses could become less

Political polarization in the United
diverse, and polarization within higher ed could intensify as faculty
States continues to impact higher
and students gravitate to universities and colleges in areas that
education.
have more progressive or conservative climates, causing further
Impact: Political distrust in the United States continues to separation between the two. In the future, higher ed institutions,
drive polarization, and as politics seeps easily into daily life, most of which are looking to diversify their student bodies, may
Americans’ sentiments are becoming increasingly negative, need to ramp up their efforts toward creating an authentic campus
leaving many feeling exhausted and angry. Partisanship is culture and climate that is nonpartisan, while still protecting
driving division in beliefs over what the purpose of college
individuals’ rights and well-being.
should be, what the college experience should look like, and
whether higher education can be trusted. As a consequence,
Evidence: The University of Wyoming is taking efforts to
we are seeing not only more attempts at government influence
stay politically neutral, recently releasing a new statement
in higher ed but also increasing tensions on campuses, making
of principles that seeks to promote freedom of expression,
it trickier for faculty and students to engage in meaningful
intellectual freedom, and constructive dialogue. A growing number
and critical discourse and learning experiences. Academic
of universities and colleges are engaging in efforts to foster civil
freedom and freedom-of-speech cases continue to arise on
discourse and reduce polarization on campuses. In Virginia, a
campuses, especially surrounding hot-button topics including,
dozen institutions have partnered with the nonprofit Constructive
most recently, the Israel–Hamas war. These tensions are
Dialogue Institute to develop campus-wide initiatives. At American
increasingly causing leaders, faculty, and students to feel
University, faculty and students are learning discourse skills via
restricted in expressing their views and are sparking debates
the Project on Civic Dialogue, which provides opportunities for
about whether universities and colleges should take a stance
faculty and students to practice engaging in dialogue skills.
on social and political issues and whether faculty and students
should bring their own social beliefs and political agendas
Government policy is increasingly
into the classroom. With the looming (and already extremely
controversial) 2024 U.S. presidential election on the horizon,
influencing education.
we will likely see polarization and its impacts ramp up. It Impact: A variety of factors including political polarization,
will be important for institutions to provide resources and heightened social tensions, and an ever-changing higher ed
opportunities for faculty and students to learn how to engage landscape and student demographics are increasingly driving
in meaningful conversations, not only with those who may have federal, state, and local government policy in relation to higher
different mindsets but also to learn how to engage in civil and education. Legislative efforts to regulate teaching and campus
constructive dialogue on polarizing topics more generally. initiatives stand foremost among recent concerns. Recently,
Institutions will need to do this carefully and thoughtfully to this has included proposals for banning books; the teaching of
foster a climate where individuals don’t feel like their academic sensitive topics surrounding race, gender, sexuality, and climate
freedom is being restricted and where faculty and students feel change; DEI initiatives; and the formation of student political
appreciated and included, regardless of their social identities or groups. Although the number of these instances is growing,
political leanings. only a limited number have become law, with some states more
forcefully pursuing such policies than others. Government
Another impact of political polarization is currently underway.
influence also extends well beyond regulating teaching,
People are increasingly choosing where to live based on the
impacting—perhaps to an even greater extent—areas such as
political climate, and faculty and students are interested in
admissions, funding, tuition, financial aid, and student loans, as
living in states with policies that align with their views on a
well as the establishment and regulation of educational standards
variety of topics, including gun control, reproductive rights, more broadly through attempts to force changes in accreditation.
immigration, DEI issues, and college entry testing policies. The impacts are far-reaching and varied. Campus climates

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 16

are becoming more tense as debates about academic and Education Department put forth a federal rule aimed at
intellectual freedom continue and as institutions increasingly increasing transparency about costs and risks associated with
experience challenges in securing local and federal funding. college programs. Under this rule, for-profit institutions, some
Tuition, financial aid, and student debt continue to be convoluted nondegree programs, and most graduate programs will be
areas to navigate as governments and institutions try to figure required to “show that graduates can afford their yearly debt
out ways to make higher education more affordable, with payments and are making more money than an adult in their
progress often being stalled by partisan division. All of these state with a high school diploma and no postsecondary degree.”
factors intersect to impact teaching and learning experiences.
We’ve seen impacts on faculty and staff turnover, fluctuating The need is growing for policies that
student enrollments, and the perpetuation of the digital divide address emerging technologies.
and other inequities. Moving forward, government regulations
will continue to challenge and sometimes constrain institutions, Impact: Over recent years, disruptive technologies have risen
which will face increasing pressure to comply with regulations rapidly, particularly AI-powered tools, including generative
while coping with already tight budgets and insufficient staffing AI. The speed at which these technologies have developed and
levels. continue to change makes it challenging to fully understand
the potential risks and how to mitigate them. Yet most agree
Yet with more government policies directed at higher education, that there is a growing need for policies that address emerging
meaningful impacts on institutional operations and campus technology policies and regulations in order to safeguard
stakeholders are emerging. For example, universities and users and promote ethical and responsible usage and outputs.
colleges are responding to concerns indicated by government According to a report by UNESCO, there are already a variety
policy initiatives by developing and/or revising institutional of potential risks associated with AI that must be considered,
policies aimed at increasing transparency and institutional including inaccurate and harmful outputs, plagiarism and
copyright infringement, data security and privacy threats, and
accountability (especially surrounding student financial aid
a worsening of digital inequities. AI is not the only area where
issues); expanding financial aid for students; improving faculty,
many see a growing need for regulation—all technologies
staff, and student retention; and improving student support
have different risks and limitations that society must manage.
and success (with a particularly strong and growing movement
Already, there has been movement at the federal level. In
toward improving student readiness for the workforce). Moving May 2023, the Biden-Harris administration released the
forward, it’s not certain what government legislation will be federal government’s National Standards Strategy for Critical
passed, especially with an upcoming U.S. presidential election. and Emerging Technology (Strategy), which prioritizes the
Regardless of the political affiliations and agendas that may be development of standards for a variety of technologies,
dominant in any given context, institutions and governments are including communication and networking technologies;
likely to continue to focus on major issues such as increasing semiconductors and microelectronics; AI and machine
the value of higher ed to the individual student and society as a learning; biotechnologies; positioning, navigation, and timing
whole, improving higher education affordability and lowering services; digital identity infrastructure and distributed ledger
student debt, and establishing standards and safeguards that technologies; clean energy and storage technologies; and
quantum information technologies. Globally, findings suggest
promote student success. Universities and colleges must strive
that many countries are currently similar in their development
to improve civic literacy across society in general so that all
and adoption of policies, with most currently focused on how
segments of the population can collectively and critically make
to shape the development of AI use (i.e., countries are creating
better decisions in relation to government policy. Institutions
regulatory sandboxes, voluntary standards, and oversight
that want reform will need to be proactive and increase bodies). It remains to be seen how quickly formal, mandatory
their efforts toward engaging with their stakeholders and policies will develop and what their direct impact on higher
communities to increase advocacy on these issues and better education will be. Some potential impacts include an increase
champion policies that promote equity, accessibility, academic in difficulty procuring technologies, in addition to difficulty
freedom, and effective, research-driven pedagogy. navigating partnerships with third-party vendors; a stifling
of creative and innovative uses and the development of new
Evidence: As a result of the U.S. Supreme Court ban technology; increasing need for cybersecurity, privacy, and
on affirmative action, some institutions implemented new compliance resources and personnel; increasing feelings
admissions policies, such as guaranteed or direct admission, of distrust and concern about censorship and intellectual
which forgo the application process altogether. The U.S freedom; and a growing need for universities and colleges to

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 17

double-down on digital literacy so that users can be informed Evidence: Europe recently agreed to landmark rules
and make responsible decisions about their use of emerging for using AI. The EU AI Act is the first major regulation
technologies. In the meantime, while governments make specifically targeting AI and could become a blueprint for other
progress with their policy efforts, however haltingly, institutions governments. “Government Technology” provides a regularly
are implementing their own policies and should continue, updated list of generative AI policies and guidelines that are
which includes implementing processes for regular review and being implemented by cities, states, and organizations across
revision in the face of ongoing technological progress. As part the nation.
of such efforts, they should strive to ensure that their policies
keep pace with standards and practices across the nation
and internationally, which entails supporting ongoing open
discourse with all stakeholders so that they can best inform
practices. Institutions should also strive to anticipate major
policy and regulatory trends and outline contingent steps that
the institution might take if relevant laws or regulations do take
effect so that they can respond with agility and flexibility.

FURTHER READING

Washington Post Chronicle of Higher Education Governing

“Political Polarization Is Sorting Colleges “Who Should Shape What Colleges Teach?” “How Should Government Regulate
into Red and Blue Schools” Emerging Technology?”

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 18

HONORARY TRENDS:
ARTIFICIAL INTELLIGENCE

T
his year, we include an honorary section devoted to artificial intelligence. AI continues to make waves not only within higher
education but globally, across industries and in everyday personal and social contexts. The influence of AI is far-reaching,
and perhaps unsurprisingly, panelists this year nominated at least one AI-related trend in each of the five trend categories.
In this section we briefly highlight a few of the AI-related social, technological, economic, environmental, and political trends and
impacts that are taking shape.

Social Trends Technological Trends

AI is changing the way we communicate. AI is being AI tools have growing potential to reshape
used more and more in human interactions and conversations, pedagogy and student experiences. When ChatGPT
and discussion is increasing about the ways in which AI may burst onto the scene, it grabbed the attention of faculty and
shape not only human communication but, more broadly, students globally. Since then, there has been great concern
socioemotional skills. Increasingly, people are not only using over the use of generative AI in the classroom, especially in
AI to facilitate communication but also conversing directly the realm of course assessments and plagiarism. Yet AI tools
with AI (e.g., via chatbots or virtual assistants, and some are are not only growing more sophisticated—they are expanding
turning to generative AI as conversation partners). AI has the beyond just assessments. More and more uses for AI in the
potential to change human connection and communication in a classroom are emerging, and these technologies have the
number of ways. As a result, higher ed will need to understand potential to change the landscape of teaching and learning and
the evolving ways in which faculty, students, and staff are the student experience in a variety of ways, for better or worse.
using AI and prepare to adapt to changes in the way students As these technologies continue to change and as adoption
communicate. They will also have to update curriculum increases, higher education institutions will have to regularly
involving socioemotional skills and communication to account update their recommendations and guidelines regarding the
for these changes. Below are several ways that AI could impact use of such technologies, paying close attention to proposed
communication and socioemotional outcomes: government policies that may be implemented in the near
future. Institutions can also help their faculty and students be
• Cause others to have negative perceptions of you more mindful and responsible users by providing digital literacy
• Change the norms for what’s deemed to be appropriate training and resources and by finding ways to leverage AI to
when conversing with others enhance pedagogical experiences and student outcomes. Below
• Distort individuals’ sense of self and others are several ways that AI could impact pedagogy and the student
• Cause people to behave more like machines experience:
• Hinder social skills in young people and neurodiverse
individuals • Pave the way, through multimodal and interactive AI, for
• Help individuals with communication disabilities to better much more sophisticated and responsive educational
communicate technologies
• Facilitate and hinder the learning and use of foreign • Shape the future of critical thinking
languages • Facilitate ideation and creativity
• Improve communication within organizations • Boost student engagement
• Exacerbate loneliness • Improve classroom management
• Reshape the approach to assessments
• Personalize learning
• Act as tutors and provide feedback to students
• Enhance LMS platforms
• Help with student mental health

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 19

 competencies and green skills, both of which will be needed for
Economic Trends
the workforce. Below are several ways that AI could impact the
AI is increasingly having an impact on the environment:
economy and workforce. Organizations of all kinds are
adopting AI technologies, and many are speculating about • Forecast sources of renewable energy
what the impact will be on them, the workforce, and the overall • Power renewable energy systems
economy. AI has the potential to significantly change the way • Help farmers grow climate-resilient crops
individuals work, with many feeling optimistic that AI will help • Detect methane emissions and forest fires
boost productivity by automating mundane and time-consuming • Combat climate change
tasks and thereby freeing individuals to work on more critical • Add to global carbon emissions and higher energy
tasks. Others worry that AI could have a negative effect on consumption
the workforce and economy by leading to the loss of millions
of jobs. Higher education institutions will need to prepare to Political Trends
navigate the incorporation of AI into their own business models
The potential for the use of AI in politics is
and workflows, as well as to align their programs to prepare
growing. AI is already being used by governments to tackle
students for the changing workforce. They can accomplish
issues in health care, transportation, and the environment. AI
this, for example, by teaching students digital literacy skills
is also being used to aid political campaigns and elections, in
and helping them assess career pathways based on workforce
addition to making its way into policy and legal arenas. We are
changes stemming from AI adoption. Below are several ways
still at an early stage, however, when it comes to government
that AI could impact the economy and workforce:
policy and regulations on emerging technologies such as
AI. This is sparking debates about a number of risks and
• Lead to an economic boom
associated safeguards that may need to be implemented. As
• Improve productivity
AI technologies increasingly impact the political environment,
• Replace jobs in the future
higher education institutions should be prepared to increase
• Lead to the creation of new jobs in the future
their political and information-literacy efforts, providing
• Change business models and strategies
regularly updated resources and training, not just for students
• Change the skills needed in the workforce
but for faculty and staff alike. The emergence of AI in civic life
• Advance skills-based hiring
may also provide institutions with an opportunity to develop
• Impact workplace diversity
more curriculum on trust—both political and technological—as
the increasing use of AI in politics may further perpetuate trust
Environmental Trends
issues toward governments and AI. Below are several ways that
AI is increasingly being used to address climate AI could impact politics:
change and sustainability issues. The continued
development of powerful AI tools has provided new ways to • Generate propaganda that is as persuasive as real content
address global issues, including environmental ones. Now, AI • Exacerbate the generation and dissemination of
can help not only detect and monitor climate threats and change misinformation and deep fakes
but also combat climate change and increase sustainability. • Generate political content (and some companies will
Higher education institutions can further their commitment require disclosure of such AI generation)
to sustainability by exploring AI-powered technologies that • Administer elections
could help reduce emissions and energy consumption on their • Disenfranchise voters
campuses. Yet they will need to be mindful that the use of AI • Create robocallers (bots that engage with voters)
technologies, including those designed to address climate • Be used by the government
change, also have a growing carbon footprint. The growth in • Write laws
environmental AI technologies also presents an opportunity for • Be used in legal rulings
universities and colleges to offer interdisciplinary curriculum • Strengthen and weaken democracy
in which students can increase their emerging technology

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 20

 KEY TECHNOLOGIES & PRACTICES

T
he Horizon Report describes “key technologies and practices” that are
anticipated to have a significant impact on the future of teaching and
learning in light of the social, technological, environmental, economic,
and political trends previously identified by the panel. In the nomination and Finding Appropriate Uses for
voting process, panelists consider which technologies or practices have the most AI-Enabled Technology
potential to either mitigate or accelerate these trends. Supporting AI Fluency

We include both technologies and practices because we know that while

Supporting Equitable and
Inclusive Learning
innovations and advancements in technological capability create new
opportunities, it’s often the pedagogical practices or the development of Protecting Data Privacy and
institutional capabilities that offer the most potential as change drivers. Security

Navigating Misinformation
In recent years, a shift from discrete technologies toward more holistic practices
Supporting Mental Health
or combined approaches to technology use has occurred. In this 2024 report, while
we see references to specific technologies—namely artificial intelligence—this
set of “technologies and practices” reflects this shift toward the practices needed
to maximize potential or minimize risk in a world where digital experience is
increasingly threaded through both personal and academic experiences.

Related to AI, the panel called out the need to find appropriate uses for AI-enabled
technology and to support AI fluency. Generative AI tools are increasingly powerful
and readily available to students, faculty, and staff, and these stakeholders will
need to negotiate questions about what responsible use in higher education looks
like. Similarly, supporting AI fluency will help stakeholders understand what AI is
and what it is not, how to leverage these tools to support meaningful teaching and
learning experiences, and how to navigate potential issues of bias or ethics.

Themes of recognizing the whole person in students and other stakeholders also
come through in the key technologies and practices. Supporting mental health and
supporting equitable and inclusive learning have appeared indirectly in previous
Teaching and Learning editions of the Horizon Report; however, both were called
out this year more explicitly than ever before.

Panelists also noted two areas specific to mitigating risk: navigating

misinformation and protecting data privacy and security. While navigating
misinformation is an issue society has long grappled with, identifying and
responding to misinformation is becoming increasingly difficult with the
proliferation of social media and powerful AI tools. And as higher education
becomes increasingly digitized, attention to digital security becomes critical to
ensure the safe and effective use of educational technology tools.

In this section, readers will find an overview of each key technology or practice,
ideas for action, and a set of resources for further reading. Examples of projects
that bring each technology or practice to life are also included with brief
descriptions and links to learn more. In this edition, we also include additional
project examples in the Appendix.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 21

FINDING APPROPRIATE USES FOR
AI-ENABLED TECHNOLOGY

of the many risks associated with the technology. Just some

Overview
examples of these risks include equal access to AI tools,
Faculty and staff can use AI tools to support student learning. accuracy of outputs, interpretation of outputs, algorithmic
As one panelist explained, students can “learn to apply AI for bias, social bias, academic integrity, intellectual property,
all phases of learning in Bloom’s hierarchy, from content and environmental impacts, and data privacy and security.
competency acquisition to generation of original products
that blend human and machine insights.” However, there is “While AI introduces complex challenges,
still a lack of widespread agreement among higher education higher education stakeholders have an
stakeholders about what constitutes appropriate use of AI- opportunity to develop ethical frameworks,
enabled technology for teaching and learning. Questions policies, and practices to deploy these
around the ethical use of AI, the role of AI in the generation technologies in socially responsible ways.”
of new knowledge, and the relationship between human
and AI outputs remain largely unanswered. Faculty, staff, Use AI-enabled technology to improve human
and students will need to work together in the coming years work, not replace it. One panelist wrote, “Creativity,
to decide how they want to integrate (or not integrate) AI- empathy, love, and humanity will not be replicated or
enabled technology into teaching and learning. displaced by AI.” Teach students how AI can assist them in
making a job better rather than entirely taking over tasks.
“Finding appropriate uses for AI-enabled Integrate apps that facilitate personalized learning and
technologies is one of the core, fundamental student support services.
ways that higher education stakeholders can
help shape how AI tools are used for teaching Connect with colleagues. Finding appropriate uses
and learning while also setting the tone for AI-enabled technology requires collaboration within and
for how people on the inside and outside of across areas of expertise and academic disciplines. Seek
postsecondary education think and feel about resources such as faculty-led showcases, peer networks,
those tools.” special-interest groups, and panel presentations to learn
what colleagues are doing and to share your own work.
Along with great potential, AI tools bring great risk.
For example, unchecked biases can be amplified by AI, Think outside the box. AI-enabled capabilities have
reinforcing and exacerbating systemic inequity. Data privacy already been part of the learning environment in tools such
and security are also central concerns. More AI-enabled as adaptive learning technologies. As AI advances, consider
applications being used at institutions means more data new applications such as assistive technologies, academic
are being collected and stored, oftentimes by cloud-based coaches, and workforce-related tools.
services. Some of the policies and guidelines in place at most
higher education institutions might be sufficient to address Consider revising pedagogical elements. As
these risks, but new policies and guidelines certainly need to faculty uncover new uses for AI tools in the classroom, some
be created in response to new use cases. pedagogical elements might become outdated. If you find
that an AI tool can easily accomplish an assignment without
human involvement, consider revising the assignment to
Taking Action
focus on the important human-learning objectives.
Be cautiously optimistic, staying aware of
risks and pitfalls. Though those in the higher education “We are on the cusp of a paradigm shift in
community are mostly optimistic about the potential for using higher education; the incorporation of AI is
AI tools to support teaching and learning, they are also aware going to change virtually all our standard
practices in higher education.”

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 22

Finding Appropriate Uses for AI-Enabled Technology in Practice
AI-Enhanced Instructional Design and e-textbooks. This technology gives students a highly
A team of graduate students at the University of effective learning-by-doing approach, provides faculty with
Saskatchewan coauthored an open textbook featuring data insights, and shifts teaching and learning to better use
practical examples of AI’s role in transforming instructional primary learning resources. Research has validated the
design. The textbook explores AI applications that can efficacy of AI practice and its benefits to student engagement
generate high-quality course content, foster creativity, and learning.
personalize learning, and drive innovation to enhance student
learning experiences. Across the 18 chapters, the authors Emerging Technologies Faculty Learning
Community
underscore the need for AI literacy within educational
environments, emphasizing our collective responsibility The Emerging Technologies Faculty Learning Community

to guide the ethical and responsible use of AI-enabled (FLC) at Saginaw Valley State University consists of eighteen

technology. faculty members studying the impact of artificial intelligence

in higher education. Throughout the academic year, the
Teaching as Research: Supporting Faculty to FLC will explore how to update teaching methods, course
Experiment with Generative AI in Their Courses designs, and curricula in response to AI advancements.
A systems-thinking application of institutes, fellowships, Each participant is working on a practical project, such as
learning communities, and teaching-as-research course redesigns, new assignments, curricular proposals, or
consultations provides Carnegie Mellon University instructors resources for peers.
with strategies, tools, and support to innovate with generative
AI and collect data from courses. Cohorts of instructors AI-Intensive Writing, Research, and Inquiry Pilot
Courses
develop educational research skills and implement rigorous
study designs on AI applications and student outcomes. As This Boston University project provides a structured,

instructors adopt inclusive and impactful strategies and real-world context in which to explore the ramifications

disseminate lessons learned, evidence-based teaching is of generative AI for student learning in first-year writing

cultivated at scale. courses by (1) inviting students’ engagement with GAI in their
coursework, (2) providing students ChatGPT-4 subscriptions,
Engaging AI Formative Practice to Transform and (3) embedding in each pilot section an undergraduate AI
Foundational Teaching and Learning affiliate who collaborates with the instructor on GAI learning
Faculty at the University of Central Florida and Iowa State activities and supports students in practicing ethical and
University partnered with VitalSource to research the meaningful AI-mediated writing and research.
use of AI-generated formative practice in courseware

FURTHER READING

The University of Sydney Texas Computer Education Association World Economic Forum
“How Sydney Educators Are Building ‘AI “A Teacher Rubric and Checklist for “How Can AI Support Diversity, Equity and
Doubles’ of Themselves to Help Their Assessing AI Tools” Inclusion?”
Students”
Thompson Rivers University Library Chronicle of Higher Education
Computer and Education: Artificial “Artificial Intelligence: A Guide for Students” “How Will Artificial Intelligence Change
Intelligence Higher Ed?”
Harvard Business Review
“AI-Enabled Adaptive Learning Systems:
“13 Principles for Using AI Responsibly” EDUCAUSE Review
A Systematic Mapping of the Literature”
“Integrating Generative AI into Higher
Education: Considerations”

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 23

SUPPORTING AI FLUENCY

Overview “We can’t teach with or about something we

don’t use. Treat [AI] as a new tool with new
All higher education stakeholders will benefit from learning strengths and weaknesses, and explore it.”
how to use AI responsibly. As one panelist remarked, “AI
fluency is rapidly becoming an essential sub-skill within Create policy and infrastructure as needed. Initial
the broader scope of digital literacy.” With the appropriate reactions to the proliferation of generative AI tools in higher
knowledge and skills, faculty can use AI tools to support education have focused on academic integrity concerns.
and improve teaching and learning, and students can focus However, policy must be expanded so that it is aligned with
on engaging in meaningful learning experiences. Thus, the full range of potential AI uses. Leverage existing policies
institutions are beginning to focus on supporting AI fluency to and guidelines as much as possible, and align new policies
equip students, faculty, and staff with the knowledge needed and guidelines to the overall mission, vision, and values of the
to think critically about AI. Stakeholders need to understand institution. Communicate with students about policies and
what AI is and how it works, and they also need to be able to guidelines that impact them.
use it effectively.
Invest in professional development for faculty
“AI is our new internet or World Wide Web. It’s and staff. Leveraging AI effectively will require new skills
a complex, ubiquitous technology that requires for faculty and staff. Beyond pedagogical practices, faculty and
ongoing study and engagement to manage and staff will also need training related to data privacy and security
to responsibly and creatively deploy.” and ethical data governance, especially as institutional policies
evolve to include more AI-related use cases.
Supporting AI fluency is essential for institutions to mitigate
AI-related risks. For example, AI users should understand Collaborate with industry partners to understand
the biases that can be amplified by AI tools so that they workforce applications. AI fluency will be an essential
can spot those biases in outputs. Similarly, understanding skill for students entering or advancing in the 21st-century
the limitations of AI-sourced insights will help individuals workforce. However, tracking emerging applications of AI
evaluate the utility of AI outputs for data-informed decision- tools in the workforce is challenging for educators. Thus,
making. Still, supporting AI fluency comes with its own partnerships between higher education and industry will be
risks. Developments in AI technology are so rapid that critical for designing curriculum aligned with cutting-edge
institutions might find their training programs quickly workforce skills.
outdated. AI-related professional development might
also cause stakeholders to feel pressured to integrate AI “Student AI fluency will be critical for
technologies in ways with which they do not feel comfortable. workforce development. These skills need to be
AI-related professional development should be designed to embedded in discipline-specific courses as well
be responsive to rapid technology developments and inclusive as general education courses.”
of all stakeholders’ viewpoints and expertise.
Center ethics, transparency, and accountability.
Taking Action AI-related professional development must help users identify
appropriate strategies for mitigating risks. Though the field
Embrace curiosity. All individuals in the higher education is still working to reach widespread agreement about what
community can support their own AI fluency by embracing constitutes appropriate use of AI in the academy, there is
curiosity. Experiment with AI tools on your own, and seek general agreement that developers and users should center
peer learning opportunities such as roundtable discussions ethics, transparency, and accountability.
and self-paced courses.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 24

Supporting AI Fluency in Practice
Leveraging Artificial Intelligence with PapyrusAI
Communities of Practice and Teaching Across PapyrusAI is an online platform developed at the University
the Curriculum
of California, Irvine, that provides students with Socratic
Palm Beach State College received a federal grant to increase personalized tutoring on their writing via a connection to
capacity and effectiveness in delivering instruction in industry- generative AI. Students who use it improve their writing and
aligned skills in artificial intelligence technologies. This grant- AI literacy by engaging with a large language model in safe,
funded initiative looks to increase PBSC faculty knowledge scaffolded, pedagogically sound ways. Instructors can select
of AI and supports course revisions that incorporate AI what support their students receive, add their own prompts
concepts and applications. The grant is supported by the and rubrics, and receive detailed reports on students’ writing
Center of Teaching and Learning Excellence (CTLE), and the
development with AI.
goals are accomplished through education and professional
development and training, with initial support provided through Developing a Multi-Layer Capability Curriculum
a partnership with the University of Florida. for AI Literacy
This project, coordinated by three New Zealand higher
Generative AI and Assessment: Design Principles education institutions (academyEX, University of Canterbury,
for the Future of Teaching and Learning in
and AUT), addresses the urgent need for a curriculum
Higher Education
framework for AI literacy that accounts for different
The Generative AI and Assessment (GAIA) project has
capabilities for all levels of education. It is grounded in a
emerged from a mixed-methods study of the ways higher
Delphi study of AI experts who have developed an AI literacy
education instructors across Canada are responding to
framework that addresses concepts, applications, challenges,
generative AI through student assessment practices. As
and transdisciplinary skills. This framework will inform
part of this study, we have collected and made available
future curriculum development that ensures all learners have
sample assessments submitted by participants that either
fundamental AI competencies.
incorporate generative AI into student tasks/activities or
attempt to limit the use of generative AI in productive ways.
Empowering Student Innovation: A Students-as-
Partners Project to Enhance AI Fluency
AI Across the Curriculum
Xi’an Jiaotong-Liverpool University adopted a students-as-
As part of its “Building an AI University” effort, which includes partners approach, positioning students as key contributors
all disciplines and perspectives, the University of Florida is in designing an interactive course focused on AI fluency.
pursuing an AI Across the Curriculum initiative that promotes Working alongside instructional designers, the students used
AI fluency on campus and beyond. UF strategically focuses AI and H5P technologies to develop engaging materials such
on AI education through centralized leadership in the AI2 as interactive books and branching scenarios. This initiative
Center, which includes the hiring and training of faculty; the aimed to educate peers on AI technologies, ethics, and related
creation of AI curricula, courses, and programs; and national policies, showcasing the students’ creativity in making AI
professional workforce development.
accessible and pertinent to their fellow learners.

FURTHER READING

Prospects Philippa Hardman ASCILITE 2023

“The Optimistic Future of Artificial Dr. Phil’s Newsletter “Identifying the Components of Foundational
Intelligence in Higher Education” Artificial Intelligence (AI) Literacy — Early
TechTrends
Results From a Delphi Study”
University of California “Prompting Change: Exploring Prompt
Responsible Artificial Intelligence Engineering in Large Language Model International Journal of Information
AI and Its Potential to Transform Management
WCET
Education” “The Ethics of ChatGPT – Exploring the
“Developing Institutional Level AI Policies
Ethical Issues of an Emerging Technology”
and Practices: A Framework” Harvard University
“Navigating A World of Generative AI: World Economic Forum
Ethan Mollick
Suggestions for Educators” The Future of Jobs Report 2023
One Useful Thing

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 25

SUPPORTING EQUITABLE AND
INCLUSIVE LEARNING

Overview Review policies and practices with an equity lens.

Rather than accepting the status quo, look for ways that formal
Supporting equitable and inclusive learning is vital to institutional structures benefit some students more than
higher education’s teaching and learning mission. Looking others or even prevent some students from succeeding. Take a
at this year’s trends, supporting equitable and inclusive data-informed approach by disaggregating outcome measures
learning becomes more important than ever as the higher (e.g., achievement and persistence), rather than assuming
education community continues to see changes to student any particular group of students should be automatically
demographics and a persisting digital divide. One panelist considered at-risk due to certain identity characteristics or
asserted, “Equitable [and] inclusive learning is excellent experiences.
teaching!” Rich learning environments are built on
relationships—between educators and students and between Collaborate, collaborate, collaborate. Substantive
students. Cultivating equity and inclusivity leads to a safer progress toward an equitable and inclusive institution can
community of educators and learners, improving students’ only be made through collaboration. Reach across silos to
entire learning experience. Further, fostering diversity across coordinate top-down and bottom-up efforts and to integrate
the institution creates an environment in which individuals work being done in various functional units and academic
can share varying opinions and broaden their understanding disciplines.
of the world.
Close the digital divide. In our digital society, challenges
Certainly, supporting equitable and inclusive learning has such as limited access to high-quality internet and lack of
never been easy. Though stakeholders rarely disagree that adequate hardware not only act as barriers to student learning
higher education should be equitable and inclusive, they often but can also prevent students from preparing for and attaining
disagree about ways to support those goals. Now, large- 21st-century jobs.
scale trends are presenting new challenges and risks. For
example, with continued political polarization and increasing Diversify teaching methods. Lean on frameworks such
influence of government policy on education, public opinion as universal design and culturally responsive pedagogy to
on which facets of our identity matter and how institutions create learning environments that offer each individual student
should support equity and inclusion is shifting. In some cases, personalized engagement opportunities. Use research-
existing institutional programming has been eliminated based pedagogies that are proven to serve diverse groups of
entirely. “The challenge,” one panelist explained, “is moving learners. Seek professional development opportunities that
beyond DEI as a buzzword and making it a truly integrated emphasize using a variety of teaching methods to support
process.” diverse student bodies.

Taking Action Use inclusive hiring practices. Inclusive hiring

practices lead to greater diversity among faculty and staff.
Engage in self-reflection. Examining one’s own biases This diversity allows educators to draw from a broader range
is the first step to meaningful engagement in the work of of experiences and viewpoints to support more equitable and
equitable and inclusive learning. Self-awareness allows inclusive learning.
individuals to be more observant of systemic inequity and
more open-minded to learn about other perspectives and Reduce unnecessary costs. Consider low- or no-cost
experiences. resources such as open educational resources in place of
more expensive curricular material. Advocate for judicious
spending and limiting student fees.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 26

Supporting Equitable and Inclusive Learning in Practice
Inclusive STEM Teaching Project The Immersive Classroom from the Harvard
The Inclusive STEM Teaching Project is a free, open, online Division of Continuing Education
course and associated optional local learning communities The Immersive Classroom is a supercharged video player
developed by a cross-institutional team that demonstrably that allows students in HyFlex courses to participate
advances the awareness, self-efficacy, and ability of STEM asynchronously in activities from live classes. It uses smart
faculty, postdocs, graduate students, and staff to cultivate technology to auto-generate discussion boards, creating the
inclusive learning environments for all their students and illusion that the platform works by students and instructors
to develop themselves as reflective, inclusive practitioners. interacting with each other through the recording. It
Through six course runs, 11,240 participants have engaged encourages equitable asynchronous participation by seeding
with a completion rate over 25%. We have trained 464 video comments with the live Zoom chat so no asynchronous
facilitators at 135 institutions that lead local learning student needs to comment first.
communities. We work across all higher education, including
community colleges, comprehensive liberal arts institutions, Sensory-Friendly Libraries
and research universities. The Pennsylvania State University Sensory-Friendly Libraries
Project harnesses technology to help students manage
N-TUTORR: Transforming Learning in Irelands’ sensory input. Neurodivergent students, as well as students
Technological Higher Education Institutions with trauma and anxiety, face campus environments riddled
Seven institutions are collaborating on the N-TUTORR with sensory challenges that interfere with their studies and
program, which is built on six themes: academic integrity; mental health. Our goal is to nurture inclusive learning by
digital transformation; education for sustainability; universal giving students access to sensory rooms and kits that help
design for learning; equality, diversity and inclusion; and them personalize sensory experiences so they can concentrate
employability. This project includes four streams of work: and feel well.
empowering students; developing staff capabilities; building
an inclusive digital ecosystem; and securing progress and Inclusive Online Learning Environments: A
sustaining impact. National Collaboration to Support Online DEI for
All
LibreTexts Diversity, equity, and inclusion (DEI) experts, higher education
LibreTexts is the adaptable, user-friendly open education instructional/learning designers, and online teaching faculty
resource platform that educators trust for creating, from SUNY, the Center for Effective Teaching and Learning at
customizing, and sharing accessible, interactive textbooks, Cal State LA, and California Community Colleges, along with
adaptive homework, and ancillary materials. We collaborate individual contributors from over 60 institutions, have developed
with individuals and organizations to champion open an openly licensed and freely available framework that
education initiatives, support institutional publishing integrates DEI practices into any online course quality rubric
programs, drive curriculum development projects, and more. to help institutions, online instructional designers, and online
faculty ensure inclusive, high-quality online course designs.

FURTHER READING

Thomas J. Tobin and Kirsten T. Behling James M. Lang The University of Kansas
Reach Everyone, Teach Everyone Small Teaching “Designing with Equity and Access in Mind”

UNESCO Harvard University Arizona State University

“Disability Inclusive Education: A Call to “Equitable & Inclusive Teaching” “Does Access Translate to Accessibility?”
Action to Ensure Inclusive and Equitable
EDUCAUSE Review The Student Success Collaborative
Quality Education”
“29 Practical Actions for JEDI Leaders” DEI Collaborative
Zaretta Hammond
Culturally Responsive Teaching and the Brain

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 27

PROTECTING DATA PRIVACY
AND SECURITY

Overview Taking Action

Protecting data privacy and security is a crucial responsibility Foster a culture of data privacy and security
for higher education institutions on multiple fronts. Data across the institution. Create clear privacy and security
breaches have the potential to interrupt the entire institution’s policies and guidelines, ensure that all individuals understand
operations, and regulatory and compliance requirements their role in protecting data privacy and security, and provide
hold institutions accountable for safeguarding personal and adequate training for faculty, staff, and students. Help students
institutional data. Perhaps more importantly, institutions understand the importance of privacy and security for their
have an ethical responsibility to protect students, staff, personal and professional lives.
and faculty from malicious actors. As higher education
increasingly uses remote modalities for learning and work, Limit the data collected and stored by your
cloud-based software, and AI tools, data privacy and security institution. Only collect data that will be used for
will be even more consequential. Though protecting data educational purposes, and deidentify those data whenever
privacy and security is not always included as a teaching and possible. Be transparent with students about what is collected
learning topic, the digital teaching and learning environment and how it is used, and give students the appropriate level
is amplifying the importance of integrating privacy and of control of their data (i.e., the ability to opt in or out of data
security into daily teaching practice. collection and analysis).

Protecting data privacy and security is a complex task that Revise and create policies and guidelines to fit
requires buy-in and coordination from stakeholder groups AI use cases. In many cases, existing privacy and security
across the institution. For some institutions, the first step policies will be adequate to address AI-related concerns, but
is building basic infrastructure around data governance, institutions will likely need to revise at least some existing
an endeavor that requires significant time and budget. policies and guidelines as well as create new ones. Work with
Working to effect any sort of change at scale runs the risk privacy and security professionals at your institution to shed
of overwhelming faculty and staff. Shoring up privacy and light on use cases relevant to teaching and learning.
security processes also introduces risk related to over-
protecting data, potentially limiting access for stakeholders Model good privacy and security practices for
engaging in important research and evaluation. Privacy students. Faculty and staff can not only provide direct
and security professionals can mitigate this risk by helping instruction and training for students but also model good
institutional leaders align processes to the institution’s practices such as protecting personal information and
mission, vision, and values. discussing the privacy and security of third-party software.

“The safer data and security [are] for all, “Faculty can teach students how to have a
and especially students, the more we can healthy distrust of technology and an eye for
effectively and safely use educational suspicious materials.”
technology tools for teaching and learning.”
Make privacy and security a foundational element
for procurement. Whether you’re investigating the use of a
tool for one class or for the entire institution, be critical of data
privacy and security, and consult with your institution’s privacy
and security professionals. Continue to monitor changes to
terms and conditions to ensure that the tools you are using are
still protecting your information.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 28

Protecting Data Privacy and Security in Practice
City Smart, Cyber Smart: An NYU Cybersecurity Governing Teaching & Learning Data: Using a
Awareness Campaign Privacy and Transparency-Centric Framework to
The City Smart, Cyber Smart campaign gives New York Support Learner Success
University students, faculty, and staff clear, actionable UW–Madison has instituted a comprehensive data
guidance on steps they can take to improve cybersecurity, governance program structured to ensure that expertise
grounding cybersecurity theory in real-world experience. It and accountability are in place to uphold commitments to
was deployed via email newsletters, digital signage across protect individual privacy, assure data security, and deliver
campus, social media, and a support website. transparency. A dedicated focus on teaching and learning
activity data (including the use of digital tools) enables
Digital Shred Privacy Literacy Initiative tailored messaging, processes, and practices to account
The Digital Shred Privacy Literacy Initiative at Pennsylvania for the unique challenges arising in this area, which differs
State University is a national, award-winning project to sharply from administrative realms.
support educators in designing and delivering evidence-
based, theory-informed privacy literacy learning experiences. Licensing Privacy
The Digital Shred Toolkit is an actively curated collection of This University of Illinois project seeks to use the power of
privacy-related teaching materials, how-to’s and toolkits, library licensing agreements to effect change in third-party
and case studies for classroom implementation, along with platform practices to bring them into alignment with library
current awareness resources, scholarly research, and values of privacy, confidentiality, and respect for user control
professional documentation to nurture practitioners’ content over their own data.
knowledge and self-efficacy.

UC Berkeley Web Application Security Testing

Program
The UC Berkeley Web Application Security Testing Program
is a partnership between Berkeley’s Information Security
Office and the School of Information’s Master of Information
& Cybersecurity (MICS) program. The program is a practicum
that teaches students cybersecurity skills and allows them to
put those skills to practice by conducting offensive security
testing (attackers’ point-of-view) against real-world Berkeley
applications.

FURTHER READING

EdTech National Cybersecurity Alliance Lexology

“Protecting Both Privacy and Security in “Securing Higher Ed: 5 Tips for “Data Protection in Higher Education:
Higher Ed” Learning Safe Online” What to Expect in 2024”

U.S. Department of Education CPO Magazine University of Wisconsin–Madison

Protecting Student Privacy “Enhancing Higher Education Security: Generative AI @ UW–Madison: Use &
The Role of Security Service Edge” Policies
Dataversity
“Why Mature Data Governance Is Essential National Law Review World Economic Forum
for Data-Driven Diversity, Equity, and “Workplace Diversity, Equity, Inclusion: Global Cybersecurity Outlook 2024
Inclusion (DEI)” Data Privacy and Security Issues”

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 29

NAVIGATING MISINFORMATION

Overview Include instruction about misinformation in

institution-wide courses, such as first-year
The proliferation of misinformation is a long-standing social seminars. Navigating misinformation is an institution-wide
concern. Learning to identify and navigate misinformation mission that requires coordinated efforts and both top-down
is only becoming more challenging due to social media and and bottom-up support. Institution-wide courses addressing
AI-generated content. Teaching students how to navigate misinformation will help faculty and staff reach more students
misinformation helps them act as responsible members and reach them earlier in their college careers.
of the digital society and supports their development of
critical thinking skills and information literacy. Further, in Use real-life examples to teach students how to
an increasingly polarized political environment, students navigate misinformation. Students need to be able to
need to be able to navigate misinformation to have productive evaluate information from a variety of sources, such as news
conversations and make informed decisions. Knowing how to outlets, social media, search engines, and generative AI tools.
navigate misinformation is also challenging because it requires With factual examples, students will be able to learn how
proficiency in multiple skills: identifying and verifying trusted misinformation impacts their learning, work, and life.
sources, finding and evaluating varied perspectives, seeking
peer reviews, verifying citations, and pausing to reflect on new “Higher education is uniquely positioned
information rather than jumping to action. to foster civic digital literacy and model
responsible ways to navigate the polluted
“A vital part of teaching and learning is giving information ecosystem.”
individuals opportunities to question common
knowledge. Offering practical experience in Seek professional development related to digital
interrogating knowledge to determine what is literacy, including navigating misinformation. The
‘true’ and how we collectively agree on it is core digital world is constantly changing. Resources such as peer
to education.” networks and special-interest groups can help faculty and
staff stay informed about the latest challenges and strategies
As vital as navigating misinformation is, it comes with some for navigating misinformation.
clear challenges and risks. A central tenet of the academy
is freedom of thought and expression. When done correctly, Work with librarians. Teaching students information
teaching students to navigate misinformation should not literacy is a vital library function. Librarians at your institution
impede those freedoms. However, public perception may not might offer digital literacy workshops and other programming
align with intention. That is, institutions risk being perceived that includes skills for navigating misinformation.
as supporting censorship and knowledge gatekeeping when
teaching students to identify misinformation. It may also be Stay cognizant of the subjective nature of
challenging for institutions to devote sufficient resources to “truth.” Teaching students about misinformation means
upskill faculty, staff, and students rapidly enough to keep up teaching students to evaluate truth. Faculty and staff may be
with rapid advancements in the generation and proliferation of subject to their own echo chambers, which could introduce
misinformation. false confidence in unexamined claims of truth. The key is
integrating multiple perspectives and finding balance between
Taking Action objective facts and subjective interpretations.

Embed instruction about misinformation directly

into the curriculum. Demonstrate how to have healthy
suspicion and think critically about arguments. Teach students
to identify rhetorical techniques, logical fallacies, and biases.
This approach will help students apply critical thinking skills in
the context of their discipline.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 30

Navigating Misinformation in Practice
Misinformation Exposed: Documenting Truth in Designing Live Learning Compasses to Navigate
the Digital Landscape Disinformation
“Blurred Line: Documenting Truth in Info & Media” is a This project disseminates content through YouTube, inviting
transformative course at the University of Virginia delving into viewers to try to understand authors and sections of books.
the complexities of information discernment in today’s digital The work fosters a critical and reflective perspective,
landscape. With a blend of theoretical foundations and hands- encouraging researchers to use such dissemination as a
on exploration, students develop critical thinking skills to resource against misinformation and capture the attention of
identify disinformation and misinformation. Through engaging other content that condemns freedoms and argued opinions.
discussions, readings, and projects, the course tackles issues Unlike proposals that rely on visuals or editing to entertain,
of equality, ethics, and media empowerment. The course this proposal invites academics to generate live spaces to
culminates in a documentary project in which students apply interact on topics in a respectful and critical manner in the
their learning to tackle real-world misinformation challenges face of current trends.
head-on.
The For-Against-Neutral Video Assignment
Data Fluencies Project The For-Against-Neutral Assignment was designed in
The Data Fluencies project investigates the impacts of partnership between instructional technologists and
misinformation on society by developing analytical techniques librarians at the College of Saint Benedict and Saint John’s
from arts and humanities with tools from data science. The University. This assignment is a single‐session video-editing
project brings together groups already working on the same exercise to introduce aspects of information and media
problems, including social justice movements, Indigenous literacy. Students are divided into groups and given historical
researchers, technology developers, theatre and exhibition news content and an assigned angle to selectively edit a video
producers, and instructors from all levels of education. The together that advocates “for, against, or neutral” to the topic.
project is also developing teachable materials for training The session concludes with students voting to guess the
future scholars on data fluencies. angle of each video.

FURTHER READING

Stanford University Harvard University College & Research Libraries

“It Doesn’t Take Long to Learn How to Spot Managing Misinformation “Preparing College Students for a Digital
Misinformation Online, Stanford Study Finds” Age: A Survey of Instructional Approaches
University Business
to Spotting Misinformation”
Higher Education Policy Institution “How to Build Data Literacy to Help
“The Role for Higher Education in Students Navigate Misinformation” Association of College & Research
Combatting AI Misinformation” Libraries
Framework for Information Literacy for
Higher Education

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 31

SUPPORTING MENTAL HEALTH

Overview Use flexible policies whenever possible. Flexibility

can be built into courses and institutional policies to support
All members of the higher education community will mental health. Flexibility in the pace of courses, learning
benefit from supports for mental health. At a time when modalities, and due dates can help students juggle all of their
the higher education workforce is consistently struggling responsibilities and support their mental health. Flexible
with burnout, prioritizing workforce mental health allows institutional policies can help students as well as faculty and
faculty and staff to be happier and more effective employees. staff.
Supporting student mental health enables students to bring
their best selves to their learning experiences, ultimately Incorporate positive mental health practices and
learning more. One panelist explained, “The trends of resources in the curriculum. Build in activities such
changing student demographics and increased demand as breaks in lengthy content, and proactively make students
for learning anytime, anywhere make supporting mental aware of other campus resources such as counseling. Include
health a challenge. If we don’t have a typical, predictable information about mental health services in syllabi.
student population in a typical, predictable place at a typical,
predictable time, then how do we best support mental “Many of the practices that are supportive of
health?” mental health are also supportive of learning,
and vice versa.”
“Mental health and wellness underpin our
approach to everything in life.” Remove barriers to attaining accommodations.
Many students do not seek accommodations for disabilities
At many institutions, mental health resources are already and mental health concerns because application processes
stretched thin. As demand for mental health services are time-consuming and burdensome. Simplify processes as
increases, funding and staffing do not. Creating or much as possible, and offer assistance to students who need
expanding mental health resources for faculty, staff, and help applying.
students requires specialized training, time, and money that
institutions simply don’t have access to. For these reasons, Promote work–life balance for faculty, staff, and
faculty and staff who work directly with students may be students. Everyone at the institution, including students,
called upon to take a role in addressing student mental should have manageable workloads so that they have time for
health. However, faculty and staff are not always equipped other responsibilities and recreation.
with the specialized mental health training they need.
Institutions can contend with these challenges by offering all “Supporting mental health has become even
faculty and staff ongoing mental health–related professional more critical after the pandemic as many
development and tools that help foster mindfulness and well- university members from all stakeholder
being. groups are dealing with the impact of this
time.”
Taking Action
Create a network of layered care for students.
Take good care of your own mental health first. Include teaching students about self-care, providing students
As one panelist pointed out, “We’re human with limited with community care from faculty and staff, and offering
energy and resources. And that can lead to burnout.” As you professional care when appropriate.
work to support students, keep an eye out for compassion
fatigue, and reach out for help when you need it. Remove mental health stigma. All stakeholders
in higher education should be able to communicate about
mental health without fear of being stigmatized. Foster an
environment of open communication and compassion and
normalize mental health conversations.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 32

Supporting Mental Health in Practice
The Affect Effect: Building Community and Enhancing Student Wellness: University of Central
Reflective Learning with Affective Design in Florida’s Global Navigation Initiative
Immersive Learning Simulations
The University of Central Florida’s Center for Distributed
Conestoga College’s VARLab builds virtual simulations Learning, in collaboration with the university’s Division of
designed to promote meaningful emotional reflection. Student Success and Well-Being, pioneered accessibility
Firefighting students rehearse rescuing victims in realistic of student mental health resources at scale by integrating
simulated fires. Simulations are scaffolded with intensive dedicated well-being resources within the Global Navigation of
affective pedagogy, helping students explore how emotions the Canvas LMS. This mental health initiative guarantees that
impact decision-making in dangerous situations. Other more than 70,000 students have effortless access to critical
projects include a virtual community learning campus where well-being resources and services, reducing barriers and
students can work, learn, and play together, and another fostering a culture of holistic student success.
where students collaborate across disciplines to solve the
wicked problem of climate change. A Peer-Based Mental Health Community:
Supporting Students at Scale
Building Capacity to Address Mental Health Officials at American Public University System (APUS) know
through Simulation
that stress, anxiety, and life issues impact student success. To
A library of virtual simulations and videos was created to support the scale of need, we partnered with TalkCampus to
meet the growing needs of learners in various professions launch a peer-based online community so that students can
who are preparing to provide mental and behavioral health share experiences and support each other in a confidential and
services. One application of the library is provided by Yeshiva safe way. This social community is a part of our comprehensive
University, where social work students use simulations to suite of mental health and wellness services offered to roughly
enhance advanced practice skills, and another is at East 85,000 students around the globe.
Carolina University, where occupational therapy students
use simulation-based learning during a supervised mental Training Future Counselors to Support Mental
health fieldwork experience. Health
Counselors receive extensive training and complete internships
Flourish Labs
as part of their education before beginning professional work.
In 2021, Flourish Labs launched Peers.net to help address To assist future counselors in learning and practicing specific
the mental health crisis in higher education and empower skills and techniques before, during, and beyond their internship,
college students with the skills and knowledge needed to a team at NC State University created an interactive chatbot
support peers experiencing mental health challenges. WGU with video inserts. Students assume the counselor role, conduct
Labs worked with Flourish staff members and potential peer a session with a first-year college student, and select clinical
supporters to develop an engaging online program that helps questions to obtain responses from the client.
trainees build competence and confidence to provide support
to peers experiencing mental health crises.

FURTHER READING

American Psychological Association Stanford Teaching Commons Time

“Student Mental Health Is in Crisis. Campuses “Promoting Mental Health and Well- “With Demand for Mental-Health
Are Rethinking Their Approach” Being in Learning Environments” Care Soaring on Campus, Faculty and
Students Are Stepping Up to Help”
American Council on Education Chronicle of Higher Education
Six Considerations for Student Mental Health in “Professors Struggle with Demands to The Journalist’s Resource
Higher Education for the 2023–24 Academic Year Tend to Students’ Mental Health” “Improving College Student Mental
Health: Research on Promising Campus
Healthy Minds Network American Psychiatric Association
Interventions”
The Healthy Minds Study: 2022–2023 Data “Fostering College Student Mental
Report Health and Resilience”

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 33

 SCENARIOS

With the trends we’re observing and the technologies and practices emerging around
us that are already helping shape the future, we can begin to imagine how all of these
elements might combine and coalesce into larger stories about who we’ll be as people
and what higher education will be in the future. In this section we offer several of these
larger stories through a series of scenarios that reflect on where these trends and
technologies and practices may ultimately lead us in 10 years’ time.

To paint these scenarios, we use a forecasting framework from the Institute for the Growth
Future (IFTF) to envision four distinct possible futures that each takes a different
angle on how today might be leading into tomorrow. The first scenario we envision is
characterized as Growth, a scenario in which the current trajectories of things today
have continued along their same paths into the future, breaking past previous limits.
The second scenario is Constraint, a scenario in which higher education has organized
itself around a common threat or core guiding value or principle that drives our
decision-making and animates our daily practices. In the third scenario, Collapse, we
imagine a future in which higher education has experienced a series of breakdowns and
Collapse
widespread changes that ultimately leave many institutions decimated due to a failure
of human systems to overcome inherent tensions or weaknesses. In the Transformation
scenario, a new paradigm has been established within higher education that has led to
a fundamental shift in the ways we think about and carry out education, stretching our
imaginations and challenging our assumptions.

Panelists were actively engaged in creating the scenarios through small-group

discussions imagining first-, second-, and third-order consequences for several possible
futures that built on some initial sketches. For Growth, panelists explored implications Constraint
of a future where unfettered expansion in AI technologies has led to widespread and
substantive changes to the global workforce across most industries. In the Constraint
scenario, the starting point was a future where cybercrime runs rampant. The potential
future for Collapse was a world where global division and conflict is increasingly
putting pressure on higher education institutions to “choose sides.” And finally, in the
Transformation scenario, institutions are pressed to respond to enrollment challenges
exacerbated by declining public perceptions of higher education and the mounting debt
crisis. Transformation

The scenarios we offer here represent only potential futures, of course. With so much
changing around us seemingly on a daily basis, it is impossible to know with any degree
of certainty who we’ll be and what higher education will be in 2034. The best we can do in
the present day is use exercises like these to get better at anticipating and planning and
to practice creative thinking about our future, grounded in the best information we have
available to us, so that we can be more prepared to face whatever future does eventually
arrive.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 34

 GROWTH: WORKFORCE-DRIVEN
HIGHER EDUCATION

Priya nestles into the corner of her couch, her morning The virtual campus is alive with activity, teeming with student
coffee in one hand, a VR remote in the other. Through her VR avatars coming and going, groups huddled here and there
lenses she navigates across a virtual college campus toward in private conversations. Priya stops and toggles over the
a towering glass “Data Strategies” building, where she’s “Participants” icon—it shows 112,350 students currently
registered to earn a three-month credential in machine- logged in to campus. “Map view,” she says. A display of the
learning algorithms. United States zooms in and shows a scattering of dots in the
northeast and down the east coast into Florida. Formerly a
Just a year ago her employer, a national food store chain, four-year brick-and-mortar institution planted in the hills of
offloaded most of her responsibilities to a new AI-powered Arkansas and primarily pulling in traditional students from its
platform and offered Priya the opportunity to return to school surrounding communities, the school is now all but completely
to acquire new skills needed to help manage that platform. virtual and widely dispersed across the eastern United States.
With two teenagers and a mortgage—and a growing desire for It boasts nearly tripled enrollments over the past five years,
something new—she jumped at the opportunity. especially among adult learners.

Her employer subsidizes most of her second-career Priya takes a sip of her coffee. “How am I doing?” she asks. A
learning, covering the cost of tuition and learning materials dashboard pops into view, displaying a series of graphs and
and offering a few hours of paid time each week needed data points. A warm automated voice responds, “You are still on
for learning and coursework. She has the option of earning track to complete your credentials on time, but your employer
additional credentials of more personal interest—she earned has recommended you for an additional advanced module in
a creative writing credential a few months ago—though those team leadership skills.”
credentials have to be earned on her own time and expense.
She smiles. “Okay, let’s do it.”

I
n this future, unfettered growth of AI technologies has of higher education, leading to education experiences that
led to widespread and substantive changes to the global are more inclusive and more attainable for a larger and
workforce across most industries. Re-skilling is needed more diverse population of learners. Industry has become a
by a more diverse and nontraditional community of students. more engaged and vital partner in the shaping and offering
Higher education institutions have significantly revised their of higher education, providing input into new learning
education models to focus on quickly evolving workforce requirements and curricula, filling instructor gaps where
skills, leveraging anytime, anywhere learning to improve more industry-experienced faculty are needed, and helping
instructional agility and responsiveness to industry demands. subsidize and funnel current and future employees through
the skills programs they need.
Enrollments among multi-career, adult learners far outpace
the numbers of traditional students, which have continued The public’s perception of the benefits and usefulness of
their decades-long decline. The availability of traditional higher education has started to climb, even for some liberal
degree programs and credentials has declined as well, having arts programs that have successfully promoted the durability
been broken down into smaller components, combined, or and importance of the less “technical” skills they provide.
rebuilt around the specific workforce-related skills that More niche humanities-based programs, however, remain
institutions may be able to provide. under close scrutiny and suspicion, based on a perceived
lack of transferability to the workforce. These programs are
Shorter-term microcredentials, flexible degree options, largely viewed as luxury “add on” programs relegated to
and skills-based certifications have become the new norm smaller markets serving narrower special interests.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 35

 COLLAPSE: HIGHER
EDUCATION’S POLITICAL TIDES

Devin loads the last bit of his luggage into the trunk of his car, once state funding dried up and alternative, private sources
pressing it down so that he can close the latch. His car is filled of funding proved insufficient. Most of the institutions in the
to the brim—he’s leaving home for the first time in his life and state that remained open did so by embracing or at least
driving several states away to attend college. He doesn’t want accommodating the new educational standards, standards that
to leave the family and friends and places he knows and loves, Devin in good conscience simply couldn’t accept for his own
but the political tides of his home state are casting him away. personal learning journey.

Nearly a decade ago, state leadership put forward new “I wish you’d reconsider,” Devin’s mother says, making one
standards for postsecondary curriculum and assessment, final plea as she watches her son finish loading his car.
infusing those standards with their own political and moral
values and mandating that institutions adhere to those “I’ll visit soon, and often,” Devin replies. He’d thought about
standards or lose all state funding and support. In the months forgoing college altogether so that he wouldn’t need to uproot
that followed, some institutions saw waves of students, and move away. His friends who decided not to enroll in college
faculty, and staff exit in protest and simply couldn’t maintain seemed to be doing well enough, and his mother had offered
enrollments and operations. him a decent entry-level job at her medical practice. Most
people didn’t really seem to need a college degree anymore, at
“I’m halfway through my semester and half of my professors least if all the reports and news stories were to be believed.
are gone,” Devin’s cousin once told him over a family dinner a
few years back. Still, Devin knows the choice he’s making is the best one for
him. He waves to his parents through the car window and puts
Other institutions shored up their values and pushed back the car in drive.
against the state’s new standards but couldn’t stay afloat

I
n this future, global political division and conflict is are more closely involved not only in vetting and selecting
putting pressure on higher education institutions. More institutional leaders who will support the state’s political and
and more institutions find themselves faced with an moral values but also in ousting institutional leaders who
impossible choice: align with local, state, and federal political won’t support those values. Faculty, seeing their intellectual
and moral ideologies, thereby alienating a large portion of and academic freedoms erode, resign from their positions
learners and instructors and staff, or lose vital state and en masse, either seeking friendlier institutions elsewhere or
federal funding and face inevitable shutdown. pursuing new careers altogether.

Degree programs, curricula, and even teaching and learning Most institutions’ enrollments have plummeted as the public
practices and materials have become vehicles for carrying has grown increasingly disillusioned with higher education
and advancing particular political and moral agendas. Niche and as local- and state-level political and moral mandates
education service and technology providers are emerging to have driven many potential students away. Alternative
accommodate these agendas where existing providers can’t professional pathways and credentialing options are more
or won’t support politically and morally aligned institutions. attractive to many students than a traditional postsecondary
The divisions and tensions within the education service and route that is fraught with division and offers increasingly
technology markets now mirror the larger divisions and limited local or residential choices. More and more
tensions rending higher education and the world. institutions, even institutions once viewed as more enduring
“flagship” schools, are closing their doors, unable to square
Higher education has experienced widespread turnover ideological alignment with financial viability.
in both institutional leadership and faculty. State officials

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 36

 CONSTRAINT: DATA-RESTRICTED
HIGHER EDUCATION

Alex walks briskly along the red-brick sidewalk that winds up shows a student struggling under the weight of data graphs
to the STEM building, their head tilted down and forward with and algorithms piled up on their back.
determination. They’re running late for class, thanks in no
small part to a traffic jam that their old, folded city map was no Inside the building, Alex half runs, half walks down a short
help in navigating around. corridor to their classroom. Sunlight cuts into the hallway in
beams through windows centuries older than anyone in the
Just to the left of the STEM building’s front entryway and building. “I’m so sorry to be so late,” Alex announces to a room
resting at the edge of a thicket of blackberry bramble, a “digital full of students. The students settle into their seats and open
lock box” kiosk stands with half of its small metal doors shut their paper pads, pencils in hand ready to scratch down notes.
and padlocked. Alex finds an open locker and places their
phone and laptop inside. They forgot their padlock today, but Alex tests a marker or two on the white board before finding
the padlocks are more of a psychological salve—the biometric one with enough ink. “I have a few handouts for you today that
encryption on Alex’s devices wouldn’t allow anyone else to use we need to go over, including your study guide for next week’s
the devices anyway. test,” Alex says. “But first, I need to make a correction to one of
the equations I showed you last time.”
On the side of the kiosk, amid flyers for tutoring services and
social clubs, a sign cautions passersby, “No digital devices The squeaking of marker and scratching of pencils fills the
beyond this point!” Next to the sign a poster asks, “Is data room. A song can faintly be heard as outside one of the old
pollution dragging you down? DataBusters™ can help you windows across the hall a starling alights on the branch of a
eliminate unnecessary personal data!” An image on the poster blackberry bramble.

I
n this future, widespread surges in cybercrime are The use of personal devices on campus networks is strictly
all over the news. Media outlets compare online prohibited or significantly reduced and heavily monitored.
environments to crime-riddled metropolitan areas, Coursework, research, and collaboration are exclusively
cautioning the public to shore up their data and device done on closed networks and devices or through more “back
protection or to simply stay offline whenever possible. to basics” analog methods. Online learning, and online
Security and privacy advocates find allies in climate and ethics platforms for transacting with and supporting students, are
leaders who decry the environmental and human costs of eliminated. Classrooms look like time capsules preserving a
excessive data collection and use, gaining sufficient influence bygone era—notes are taken by pencil and paper, instructors
to lead sweeping social and political changes in national and write on boards, textbooks weigh down students’ bags.
global data practices.
A small number of well-resourced institutions can afford to
As stewards of large data repositories, higher education buttress their technology infrastructure and security against
institutions are implementing strict data governance, external threats, relying on increased security and privacy
network security, and data and device removal policies. staff and systems for maintaining cutting- edge technologies
Most institutions operate through an “as little as possible” and online and digital practices. These institutions enjoy a
stance on the data they collect and store from their students, unique competitive advantage among technology-minded
faculty, and staff. Data and analytics leaders, for their part, segments of the public, as well as among students who rely
have failed to make a compelling case for their continued on assistive technologies and flexible modalities for engaging
utility. Institutions reduce or completely shutter their data in their courses. A yawning digital divide opens between
analytics functions, believing that the benefits of collecting these institutions and “back to basics” institutions, as does an
and using data no longer outweigh the increasing risks to the ideological divide on the purpose of and best approaches to
institution’s security and survival. education.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 37

 TRANSFORMATION:
INDIVIDUALIZED HIGHER
EDUCATION

“Hello, Madison.” is light. Adjusting for your current state of elevated exhaustion,
and shifting a portion of this task to your schedule tomorrow, I
The greeting fades in and then out as Madison logs into her recommend reading 35 pages during your train ride today.”
learning portal. Her seat on the train is cramped, but she
adjusts the size of her holoscreen to fit comfortably on the “That’s better,” Madison says as she closes the message. She
seatback tray in front of her. The Peruvian countryside rushes pulls the book up on her screen and begins to read. As she
by outside her window. reaches the end of the first page, a lightbulb icon appears on
the screen with another message. “The page you’ve just read
Madison pulls her “to do” list onto the screen and lets out a contains important details for your upcoming comprehension
sigh—200 pages of Faulkner to read before the end of the week. assessment. Would you like to see an in-depth review of these
She points a finger at the “I need help” icon to the side of the details now or save this review for later?” Madison opts to save
task, and the system thinks for a moment. A message pops review for later, which prompts another, more urgent message.
up, “You have two hours left in your train ride. Based on your
average reading speed and comprehension scores, and with “You have failed to complete past reviews, which has likely
the recommended assisted review, you can get 65 pages of this impacted your assessment scores so far this term,” the
book read by the time you reach your destination.” message cautions. “Your instructor has recommended that you
complete your reviews as you read rather than saving them for
Madison furrows her brow. She points at the “Give me more later. Would you like to see an in-depth review now?”
help” button at the bottom of the message. The system thinks
once more, for slightly longer this time. “Your sleep patterns Madison huffs and waves her hand to power down the
have been erratic the last few days, likely due to your travel,” holoscreen. She shifts and settles into her seat and closes her
the message reads. “And I see that your schedule tomorrow eyes to rest as the countryside rushes by.

I
n this future, declining public perceptions of higher individualized coaching and remediation, devoting considerably
education and the mounting student debt crisis have less time to direct instruction and the day-to-day management
exacerbated enrollment challenges for institutions. Higher of coursework and student engagement.
education leaders call for institutions to improve their value to
learners by refocusing on hyper-individualized instruction and a Students are viewed not only as “learners” but also
commitment to the greater good. increasingly as “digital consumers” with expectations fitted to
the global digital economy. Marketing, communications, and
Degree programs, courses, and even individual course sessions enrollment are highly personalized and tied to each student’s
and tasks become tailored and unique to each individual larger digital footprint and consumer behaviors. Partnerships
learner, adjusting to their learning preferences and styles and between institutions and industry support the sharing of
their personal goals for their experience. Higher education consumer data and of profits from increased enrollments.
has become a “choose your own adventure” undertaking, and
collaborative, social approaches to learning are in short supply. With highly tailored and personalized educational experiences,
and more satisfied learners and families, institutions are
New AI technologies and analytics capabilities help guide better positioned to offer the public a compelling argument for
individual students along their educational journey. These the benefits of higher education and a compelling argument
tools provide instruction, responsive coursework prompts for the “public good” they serve. Public perceptions of the
and assistance, tailored learning content and materials, and value of higher education slow their decline and even increase
individualized pathways toward each student’s program and among some segments, and enrollments begin to turn around
learning outcomes. Faculty increasingly focus on administrative for those institutions with the resources to support the data
tasks, managing the outputs of their AI and data systems, and and digital infrastructure needed for hyper-personalization.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 38

 METHODOLOGY

T
he Horizon Report methodology is grounded in the perspectives and knowledge of an expert panel of practitioners and
thought leaders from around the world who represent the higher education, teaching and learning, and technology fields.
This year’s group included returning and first-time Horizon panelists, all sought out for their unique viewpoints, as well as for
their contributions and leadership within their respective domains. The panel represents a balance of global contexts. We also sought
balances in gender, ethnicity, and institutional size and type. Dependent as the Horizon Report is on the voices of its panel, every effort
was made to ensure those voices were diverse and that each could uniquely enrich the group’s work.

This expert panel research utilized a modified Delphi influencing the future of higher education, the IFTF “STEEP”
process and elements adapted from the Institute for the trends framework enabled our panel to focus on social,
Future (IFTF) foresight methodology. In the Delphi process, technological, economic, environmental, and political trends.
an organized group of experts discusses and converges on This effectively broadened the panel’s input and discussions
a set of forecasts for the future, on the basis of their own beyond the walls of higher education to more explicitly call
expertise and knowledge. For this report, panelists were attention to the larger contexts within which teaching and
tasked with responding to and discussing a series of open- learning takes place. These larger trends—and the current
ended prompts, as well as participating in subsequent evidence and anticipated impacts of these trends—served
rounds of consensus voting (see sidebar “Panel Questions”), as the grounds on which the panel built its discussions
all focused on identifying the trends, technologies, and on the emerging technologies and practices influencing
practices that will be most important for shaping the future postsecondary teaching and learning.
of postsecondary teaching and learning. Ideas for important
trends, technologies, and practices emerged directly from the As they provided their inputs and engaged one another in
expert panelists and were voted on by the panel. EDUCAUSE discussion, panelists shared news articles, research, and
staff provided group facilitation and technical support but other materials that would help reinforce their inputs and
minimal influence on the content of the panel’s inputs and provide evidence for their particular viewpoints on current and
discussions. This was done to protect the core intent of the future trends. In addition to enriching the panel’s discussions
Delphi process—capturing a reliable consensus from a group and supporting the panel’s voting and consensus processes,
of experts that represents their collective expertise and these materials were collected by EDUCAUSE staff for use as
knowledge. evidence and further reading in the writing of this report. In
the Delphi and IFTF methodologies, these collected materials
The framing of the questions and voting across each also serve the purpose of ensuring that the panel’s future
round of panel input was adapted from IFTF’s foresight forecasts are sufficiently grounded in “real” data and trends.
methodology and drew upon the IFTF trends framework
and process for collecting evidence and impacts for trends. For information about research standards, including for
Ensuring an expansive view across all the many factors sponsored research, see the EDUCAUSE Research Policy.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 39

 Panel Questions

STEEP Trends Key Technologies and Practices

Round 1 (for each STEEP trend category): Round 1: For this round of information gathering, we’re
In the appropriate STEEP category below, nominate trends interested in hearing from you about those key technologies
that will impact the future of teaching and learning in and practices that you believe will have a significant impact
higher education. Your nomination should include (1) a on the future of teaching and learning in higher education.
sentence to describe the trend as the title of the card; (2)
how this trend will impact teaching and learning in higher What do we mean by “key technologies and practices”?
education; (3) links to supporting news or research; and For the purposes of the Horizon Report, these are practices
(4) your name. Your name MUST be included to receive that are either new or for which there is substantial,
credit for the activity. To enrich the content, we encourage perhaps transformative, new development. An important
you to comment on the posts of your colleagues to add dimension of these technologies and practices is that they
your thoughts. have the potential to have significant impacts and effects
on supporting teaching and learning. In particular, think
Round 2 (for each STEEP trend category): about technologies and practices that have the potential to
The list below summarizes the social trends provided by mitigate or accelerate the trends the panel has identified.
this year’s Horizon panel. From this list, please select the
top six (6) trends you believe will have the most influence Your submissions should include a description of the key
on the future of teaching and learning. Drag those six (6) technology or practice, its impact on teaching and learning
items from the left-hand list to the right-hand list and in higher education, and links to supporting news or
then rank them in the order of most influential (1) to least research. Your name MUST be included to receive credit for
influential (6). the activity.

Round 3 (for each of the top 15 trends Each nomination should include 1) a description of the key
identified by the panel): technology or practice as the title; 2) its impact on teaching
What additional evidence can you provide for this trend? and learning in higher education; and 3) links to supporting
Examples of good evidence include recent (i.e., within news or research. To enrich the content, we encourage you
the last year) research reports, credible news stories, to comment on the posts of your colleagues to add your
personal experiences, etc. thoughts.

Round 2: The list below summarizes the key technologies

1. What additional evidence can you provide for this
and practices provided by this year’s Horizon panel. From
trend? Examples of good evidence include recent (i.e.,
this list, please select the top twelve (12) items you believe
within the last year) research reports, credible news
will have the most influence on the future of teaching and
stories, personal experiences, etc.
learning. Drag those twelve (12) items from the left-hand list
2. What potential impacts might this trend have on the
to the right-hand list, then rank them in the order of most
future of teaching and learning?
influential (1) to least influential (12).

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 40

 Round 3: Panelists were asked to respond to the following questions about each of the top six technologies and practices:

• Which of the following trends are supported or mitigated by <tech/practice>? Select all that apply.
• In what ways could higher education stakeholders (i.e., staff, faculty, students) use <tech/practice> to support the
holistic student experience?
• What risks, if any, might higher education stakeholders (i.e., staff, faculty, students) face when implementing <tech/
practice>?
• How, if at all, might higher education stakeholders (i.e., staff, faculty, students) leverage <tech/practice> to support
diversity, equity, and inclusion?
• What further reading (e.g., news articles, institutional examples) about <tech/practice> can you suggest for readers of
the Horizon Report?

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 41

 EXPERT PANEL ROSTER

Kathe Pelletier Brian Arnold Annie S. Ditta

Director, Teaching and Learning Department Chair Assistant Professor of Teaching
Program National University University of California, Riverside
EDUCAUSE

Nori Barajas Jennifer Englund

Jenay Robert Higher Education Ambassador Instructional Designer
Senior Researcher CDW University of Minnesota
EDUCAUSE

Sarah Beltrame Art Fridrich

Nicole Muscanell Library Manager, Learning & Business Architect, Enrollment
Researcher Capability Management and Student Success
EDUCAUSE Australian Catholic University University of North Carolina at
Greensboro
Nichole Arbino Tracey Birdwell
Communities Program Manager Assistant Director of the Center for Janet Frizzarin
EDUCAUSE Instructional Excellence Programme Manager, Teaching and
Purdue University Learning Innovation
Lodz University of Technology
Belle McDonald
Portfolio Manager, Communities and Rene Corbeil
Research Professor Lauren Hays
EDUCAUSE University of Texas Rio Grande Valley Associate Professor of Educational
Technology
University of Central Missouri
Mark McCormack Anna Karina Cruz Lopez
Senior Director of Research and Tech Ed Coordinator
Insights Universidad Anáhuac, Mérida Brooke Hessler
EDUCAUSE Adjunct Professor
California College of the Arts
James D’Annibale
Jamie Reeves Director, Academic Technology
Director of Community, Product, and Dickinson College Jessica Higdon
Portfolio Management Assistant Provost for Teaching and
EDUCAUSE Learning
Alejandra Dashe The Citadel
Senior Instructional Designer
Susan Grajek Arizona State University
Vice President for Partnerships, LeRoy Hill
Communities, and Research Director, Centre for Excellence in
EDUCAUSE Van Davis Teaching & Learning
Chief Strategy Officer The University of the West Indies
WICHE Cooperative for Educational
Technologies
Laura House
Director, Instructional Design,
Kim DeBacco Stanford Center for Professional
M’hammed Abdous
Senior Adviser to the Vice Provost Development and Stanford Online
AVP, Teaching and Learning with
Teaching & Learning on Learning Stanford University
Technology
Spaces Pedagogy
Old Dominion University
UCLA Teaching & Learning Center
Peggy Kay
Jeremy Anderson Associate Vice President, Academic
Camille Dickson-Deane Technology and Campus Engagement/
Vice President, Learning Innovation,
Ag. Head of School (Research), Deputy CIO
Analytics, and Technology
School of Professional Practice and California State University,
Bay Path University
Leadership, Faculty of Engineering Sacramento
and IT
Veronica Armour University of Technology, Sydney
Associate Director, Experiential
Learning
Rutgers, The State University of New
Jersey

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 42

Jonathan Keiser Caryn Neiswender Stephen Rektenwald
AVP of Academic Technology and Associate Director, Learning Assistant Director, Creative and
Innovation Experience (LX) Design Academic Technology
University of St. Thomas University of California, Irvine Abilene Christian University

Martina King Jamie Nelson Stephanie Richter

Librarian Associate Director, Educational Director of Teaching Excellence
Grant MacEwan University Innovation and Support, Center for Innovative
University of Illinois at Urbana- Teaching and Learning
Champaign Northern Illinois University
Clint Lalonde
Director, Open Education
BCcampus/Apereo Foundation Miranda Novak Parke Rhoads
Director of Instructional Design Principal Consultant
College of Saint Benedict/Saint John’s Viewfinder Innovation
Michael LaMagna University
Information Literacy Program
& Library Services Coordinator; Toni Scribner
Professor of Library Services Adesola Ogundimu Director, Learning Sciences & Faculty
Delaware County Community College Senior Instructional Designer Education
Johns Hopkins University Air University
Reba-Anna Lee
Assistant Dean of Distance Learning, Jennifer O’Robinson Hong Shaddy
School of Professional Studies 5G/Wi-Fi Center of Excellence Public Senior Instructional Designer
Northwestern University Sector Johns Hopkins University
AT&T
Jenna Linskens Zihang Shao
Director, Center for Instructional Kevin O’Shea Senior Instructional Technology
Design & Educational Technology Manager, Innovations in Teaching and Consultant and IU Data Steward for
Ithaca College Learning Learning Management and Learning
Purdue University Analytics Data
Danny Liu Indiana University Bloomington
Professor of Educational Technologies David Parsons
The University of Sydney Research Director Kelli Soderquist
academyEX Senior Instructional Designer
Marsha Lovett Mitchell Hamline School of Law
Associate Vice Provost; Director, Dan Pell
Eberly Center Senior Teaching, Learning and Joanne Struch
Carnegie Mellon University Technology Specialist Chair, Business, Microcredentials,
University of Wisconsin–Madison and Professional Studies, School of
Jean Mandernach Continuing Education
Executive Director, Center for Anna Phillips Red River College Polytechnic
Innovation in Research on Teaching Learning Technology Support
Grand Canyon University Manager Roselva Tunstall
University of Arkansas, Global Director, Learning Innovation Lab
Campus ESMT Berlin
Nate McKee
Director, Bruin Learn Center of
Excellence Alexandra Pickett Briandy Walden
University of California, Los Angeles Director, Online Teaching, SUNY Associate Director, Educational and
Online Student Success Technologies
SUNY System Administration University of California, Irvine
Bethany Mickel
Instructional Design & OER Librarian
University of Virginia Brenda Quintanilla Ted Witt
Regional Manager, Innovative Teaching Learning and Technology
Instructional Technology and Learning Consultant
Carlos Morales Services
President, TCC Connect Campus University of Wisconsin–Whitewater
Houston Community College
Tarrant County College District

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 43

 APPENDIX: ADDITIONAL EXAMPLES OF TEACHING
AND LEARNING TECHNOLOGIES AND PRACTICES

Supporting AI Fluency

AI EduCraft Series: Revolutionizing Teaching and Partners for Algorithmic Literacy: Student–
Research Faculty Learning Community
Tailored for faculty, the EduCraft micro-workshop series on The Partners for Algorithmic Literacy (PAL) learning
artificial intelligence in higher education prioritizes a human- community at Purdue University Libraries transforms
centered pedagogy. Focusing on practical applications, academia’s response to AI from reactive to proactive and
participants develop AI literacy to seamlessly integrate participatory, bridging ingrained barriers between teachers
technology into teaching and research. The series explores AI’s and learners. PAL creates a supportive, collaborative space
impact on education, emphasizing a balanced approach that where students and instructors build inclusive educational
enhances student-centric learning. By dissecting the role of AI experiences that create engagement through AI technologies.
in reshaping assessments and addressing ethical concerns, As partners, participants share perspectives and engage in
it ensures faculty understand and apply these technologies groundbreaking work to co-design curricular plans that foster
with empathy, fostering an inclusive and effective educational dialogue and shared decision-making about AI in classrooms.
experience.
Design Forward: The AI Challenge
Artificial Intelligence for Business Innovation and The AI Challenge is a self-paced, online module to build
Sustainability faculty capacity around generative AI. Organized around
The purpose of Artificial Intelligence for Business Innovation teaching with, teaching against, and teaching about generative
and Sustainability (AIBIS) is to promote student engagement, AI, the module provides a grounding in how generative AI
applied learning, and career success by introducing AI works and its practical affordances; it also challenges faculty
curriculum content in active-learning business classrooms in to think critically about generative AI as they facilitate student
which students explore how to create and foster sustainable engagement with the technologies. The module, designed by
business practices using AI. We collected and curated open the Plymouth State University Open CoLab, is free and open to
educational resources on AI in a publicly available webpage everyone.
designed by the business library team.
Navigating the Future: Open Education with
Demystifying AI: Digital Detox 2024 Generative AI
Demystifying AI is a series of six interactive modules developed “Navigating the Future: Open Education with Generative AI”
by Middlebury College focused on engaging a diverse audience is an online course that explores the connections between
around the fundamentals of AI through exploration and generative AI, open educational resources (OER), and open
play but with a focus on moral and ethical use. Participants pedagogy. This course was developed by College of the
explore these technologies while gaining the skills needed to Canyons as the technical assistance provider for the California
navigate this nascent environment as critical users—protecting Community College Chancellor’s Office Zero Textbook Cost
themselves, behaving ethically, and taking advantage of the Grant Program. The course is offered free through the @One
affordances of an increasingly AI-entwined future. California Virtual Campus and is openly licensed.

MIT Sloan Teaching with Generative AI Resource AI and Information Literacy Online Module
Hub University of Maryland’s Libraries and Teaching and Learning
MIT Sloan’s AI Hub aims to guide faculty in leveraging AI to Transformation Center collaborated to create an online
enhance teaching and learning. It offers practical strategies, module on AI and information literacy that can be inserted into
curated tools, and real examples from classrooms to any course. It trains students to evaluate how to use AI-based
support faculty in thoughtfully integrating generative AI while tools responsibly in academic work by providing a strong
prioritizing student privacy and ethical considerations. foundation on the mechanisms and ethics of these tools, as
well as strategies for verifying and citing content from them.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 44

Supporting Equitable and Inclusive Learning

Virtual Research Group Modules: Scalable Rob-O-Chem: Revolutionizing Remote

Simulations of STEM Research Chemistry Labs
Virtual research group modules developed by the Rose- Authentic lab experiences are inaccessible for many students
Hulman Institute of Technology and Rutgers University provide due to lab costs, proximity, motor disabilities, and health/
a model for simulating the investigative, discovery, and peer- safety concerns. An interdisciplinary team at NC State
learning aspects of the research process using curated data University piloted new technology integrating robotics, live
from existing scientific literature. These modules, which have video streams, and an interactive website, allowing students
been piloted with high school and undergraduate students, to perform lab experiments. Providing students virtual
enable broad access to research experiences across the access to the lab’s physical environment helps increase
STEM pipeline due to their scalability, lack of requirement of knowledge, build confidence, and gain critical skills needed
physical laboratory resources, and ability to be packaged as to develop lab interpretation and troubleshooting skills.
educational kits.
Maizey: U-M’s Gateway to AI-Enhanced
Inclusive Curriculum and Learning Environment Education for All
To help educators in higher education create curricula and U-M Maizey represents a groundbreaking initiative by the
learning environments that are inclusive, Utrecht University University of Michigan with AI in education, focusing on
developed a reflection tool and the UU Inclusive Teaching inclusivity, security, and accessibility. As a no-code platform,
Toolbox. The first is a resource that educators use to reflect Maizey enables seamless integration with datasets from
on different aspects of their course and teaching (i.e., teaching Canvas, Google, Dropbox, and web pages to create bots
material or assessment). After reflection, educators can find such as AI-powered educational assistants. This innovative
best practices in the toolbox to make lasting changes to their approach allows educators and students to harness the
teaching. power of AI without specialized knowledge, which enables
making this technology inclusive and accessible to all faculty,
UTSA’s Student Experience Project Community staff, and students at the University of Michigan. This tool
of Practice boosts learning results by offering personalized study aids
Through the Student Experience Project Community of available 24/7, prioritizes data privacy, and promotes fair
Practice (SEP COP), UTSA is investing in faculty growth access to AI technology.
and development aimed at cultivating a sense of belonging,
promoting a growth mindset, and fostering learning mindsets Minoritized Student Mental Models of the
to improve classroom performance and persistence to degree
Research Process
completion. Faculty participants are collaborating to create a Academic libraries collect materials and offer resources to
future of higher education where all students, especially those support scholarly research, often with distinctive services
who face barriers, feel supported to overcome academic for emerging scholars. Library instructors who teach
challenges and graduate successfully. foundational information literacy seek to enhance their
service by integrating students’ experiences and insights
into learning materials. This University of California, Santa
Barbara, project showcases the applications of UX and
participatory design methodologies to enable minoritized
students to shape the content and design of learning
materials for future emerging scholars.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 45

The University of Texas System’s Exemplary Care Services: Fostering Mental Wellness at FSW
Student Pathways Project Care Services at Florida SouthWestern State College delivers
The Exemplary Student Pathways Project is an initiative of comprehensive mental health support, partnering with The
the University of Texas System that aims to improve student Center for Progress and Excellence to offer 24/7 mental
success at scale by redesigning curricular pathways at the UT health support lines, in-person counseling, and mental
System’s nine academic institutions. The project positions the wellness education at no cost. It embodies FSW’s mission
curriculum as the locus of change to achieve equitable student of promoting a culture of mental wellness, integrating
success; cultivates data agency through an iterative change community resources, and ensuring student access to
model; and supports institutional projects and action plans essential support services across all FSW locations.
that align with longer-term institutional goals.

2024 EDUCAUSE Horizon Report | Teaching and Learning Edition 46